Ema Ushioda plenary handout

JALT CUE Conference 2011: Foreign Language Motivation in Japan July 2–3, 2011, Tokyo Gakuen University Foreign language motivation research in Japan: An ‘insider’ perspective from outside Japan Ema Ushioda Centre for Applied Linguistics, University of WarwickAn ‘insider’ from outside Japan Foreign language motivation in Japan: Three areas of researchA Japanese born & educated in Ireland inquiryTeaching English in Tokyo (1982–5) 1. Analysing demotivation, its definitions, causes, factorsWinchester Shoei College, UK (1985–90) 2. Investigating how motivation changes through differentInterest in affective side of language learning stages of education and learning experienceGraduate studies in Dublin (1990–95) 3. Exploring what English and learning English mean forPrimary interest in L2 motivation students (self, identities, goals, values)Foreign language motivation: Current a vibrant research fieldFour books on L2 motivation within last five years: L2 demotivation • Nakata 2006 Japan leads the field in this area of inquiry • Dörnyei & Ushioda (eds) 2009 Teacher variables – complex perspectives • Dörnyei & Ushioda 2011 Defining demotivation • Murray, Gao & Lamb (eds) 2011 • External factors only (Dörnyei 2001)& Ushioda (ed.) in preparation • Learner-internal factors as mediating influences (Sakai &Impact of globalization and global English? Kikuchi 2009; Falout et al. 2009) Pedagogical implicationsTraditional concept of integrative motivation • developing a sense of purpose, inner resources, self-L1 culture/community L2 learner TL culture/community regulatory strategies (Carpenter et al. 2008)Globalization & impact of global English Students’ motivational trajectoriesImpact on how we theorize L2 motivation: Elementary school • Reconceptualizing integrativeness as an internal process of • Compulsory English from April 2011 identification within the self-concept (Dörnyei 2005) Junior & senior high schoolLinking L2 motivation with self and identity: • English for exams • Motivation, Language Identity and the L2 Self (Dörnyei & • Grammar, reading, vocabulary Ushioda 2009) University • Identity, Motivation and Autonomy in Language Learning • ‘leisure-land’ (Murray et al. 2011) • English communication skillsPedagogical & educational issues Investigating motivational changeImpact of English on: Japanese students’ educational experiences and development • Educational policy & curricula of L2 motivation • High stakes gatekeeping exams • Nakata 2006 • Professional job market L2 motivation at different stages of education • Other foreign languages • Ryan 2009b L2 motivation and language learning historiesImpact on L2 motivation literature • Carpenter et al. 2009Local issues of foreign language motivation in different • Shibuya 2010educational contexts Longitudinal studies of L2 motivationGrowing empirical literature on L2 motivation and demotivation • Nitta & Asano 2010from ‘problematic’ Japanese educational context Critical role of initial motivational states and learning experiencesEnglish language education in Japan‘permanent sense of crisis’ (Ryan 2009a) What English & learning English mean for Japanese studentsEnglish in high school: Self, identities, goals, values • Exam hell Transition to university: • English for exams (juken eigo) • ‘Learning English for exams’ no longer provides obviousEnglish at university: rationale • Four years of ‘leisure-land’ (Clark 2010) • Loss of learning purpose and disorientation • ‘Motivational wasteland’ (Berwick & Ross 1989) (Warrington & Jeffrey 2005)

Historical & cultural legacy Focus on student voice & agencyJapan’s complex & ambivalent relationship with western world Teachers’ perceptions of student motivation and strategies forSelf-imposed isolation (sakoku) working with this motivationPost-war westernization • Cowie & Sakui 2011Internationalization (kokusaika) Student voice, agency and active participation in transformingDiscourses of Japanese uniqueness (Nihonjinron) educational practice Resonates with current L2 motivation themes and • Murphey et al. 2009perspectives (globalization, global English, self-and-identitytheories) Concluding remarksForeign language motivation research in Japan: Contributing to Globalization and global Englishreshaping L2 motivation theory • Retheorizing L2 motivationQuestioning the relevance of integrative motivation in the • Local practical concerns for student motivationJapanese context (Irie 2003) Foreign language motivation research in JapanProposing alternative concepts • Educationally grounded, problem-focused, locally driven • international orientation (Nakata 1995) research agenda • international posture (Yashima 2000, 2002) • Locally produced insights have global relevance forImpact of Japan-based research on the development of advancing current thinkingDörnyei’s (2005) L2 Motivational Self System REFERENCESBerwick, R. & Ross, S. (1989). Motivation after Gardner, R. C. & Lambert, W. E. (1972). Attitudes Sakai, H. & Kikuchi, K. (2009). An analysis of matriculation: Are Japanese learners of English still and motivation in second language learning. demotivators in the EFL classroom. System 37: 57– alive after exam hell? JALT Journal 11 (2): 193–210. Rowley, MA: Newbury House. 69.Carpenter, C., Falout, J., Fukuda, T., Trovela, M. & Henry, A. & Apelgren, B. M. (2008). Young learners Shibuya, K. (2010). The development of L2 Murphey, T. (2009). Helping students repack for and multilingualism: A study of learner attitudes motivation of Japanese learners of English as a remotivation and agency. In A. M. Stoke (ed.), before and after the introduction of a second foreign language. Unpublished doctoral thesis, JALT2008 Conference Proceedings. Tokyo: JALT. foreign language to the curriculum. System 36: University of Cambridge.Clark, G. (2010). Saving Japan’s universities. Japan 607–23. Taguchi, T. (2010). The L2 Motivational Self System Times, August 17, 2010 Irie, K. (2003). What do we know about the language among Japanese university learners of English: ACowie, N. & Sakui, K. (2011). Crucial but neglected: learning motivation of university students in Japan? mixed methods approach. Unpublished doctoral English as a foreign language teachers’ perspectives Some patterns in survey studies. JALT Journal 25(1): thesis, University of Nottingham. on learner motivation. In G. Murray, X. Gao & T. 86–100. Taguchi, T., Magid, M. & Papi, M. (2009). The L2 Lamb (eds), Identity, motivation and autonomy in Kikuchi, K. (2009). Listening to our learners’ voices: Motivational Self System among Japanese, Chinese language learning. Bristol: Multilingual Matters. What demotivates Japanese high school students? and Iranian learners of English: A comparativeDörnyei, Z. (2001). Teaching and researching Language Teaching Research 13(4): 453–71. study. In Z. Dörnyei & E. Ushioda (eds), Motivation, motivation. Harlow: Longman. Kubota, R. (2002). The impact of globalization on language identity and the L2 self. Bristol:Dörnyei, Z. (2005). The psychology of the language language teaching in Japan. In D. Block & D. Multilingual Matters. learner: Individual differences in second language Cameron (eds), Globalization and language Trebbi, T. (2003). Curriculum development and acquisition. Mahwah, NJ: Lawrence Erlbaum. teaching. London: Routledge. learner autonomy in the foreign languageDörnyei, Z. (2009). The psychology of second Murphey, T., Falout, J., Elwood, J. & Hood, M. classroom: Constraints and possibilities. In D. Little, language acquisition. Oxford: Oxford University (2009). Inviting student voice. Asian EFL Journal 36: J. Ridley & E. Ushioda (eds), Learner autonomy in Press. 1–25. the foreign language classroom: Teacher, learner,Dörnyei, Z., Csizér, K. & Németh, N. (2006). Murray, G., Gao, X. & Lamb, T. (eds) (2011). Identity, curriculum and assessment. Dublin: Authentik. Motivation, language attitudes and globalisation: A motivation and autonomy in language learning. Ushioda, E. (2009). A person-in-context relational Hungarian perspective. Clevedon: Multilingual Bristol: Multilingual Matters. view of emergent motivation, self and identity. In Matters. Nakata, Y. (1995). New goals for Japanese learners Z. Dörnyei & E. Ushioda (eds), Motivation,Dörnyei, Z. & Schmidt, R. (eds) (2001). Motivation of English. The Language Teacher 19(5): 17–20. language identity and the L2 self. Bristol: and second language acquisition. Honolulu, HI: Nakata, Y. (2006). Motivation and experience in Multilingual Matters. University of Hawaii Press. foreign language learning. Bern: Peter Lang. Ushioda, E (ed.) (in preparation) InternationalDörnyei, Z. & Ushioda, E (eds) (2009). Motivation, Nitta, R. & Asano, R. (2010). Understanding perspectives in English language teaching: language identity and the L2 self. Bristol: motivational changes in EFL classrooms. In A. M. Motivation. Basingstoke: Palgrave Macmillan. Multilingual Matters. Stoke (ed.), JALT2009 Conference Proceedings. Warrington, S. D. & Jeffrey, D. M. (2005). A rationaleDörnyei, Z. & Ushioda, E. (2011). Teaching and Tokyo: JALT. for passivity and de-motivation revealed: An researching motivation (2nd ed.). Harlow: Pearson Oxford, R. (2001). ‘The bleached bones of a story’: interpretation of inventory results among Education. Learners’ constructions of language teachers. In M. Freshman English students. Journal of LanguageFalout, J., Elwood, J. & Hood, M. (2009). P. Breen (ed.), Learner contributions to language and Learning 3(2): 312–35. Demotivation: Affective states and learning learning. Harlow: Longman. Yashima, T. (2000). Orientations and motivations in outcomes. System 37(3): 403–17. Ryan, S. (2009a). Ambivalence and commitment, foreign language learning: A study of JapaneseFalout, J. & Falout, M. (2005). The other side of liberation and challenge: Investigating the attitudes college students. JACET Bulletin 31: 121–33. motivation: Learner demotivation. In K. Bradford- of young Japanese people towards the learning of Yashima, T. (2002). Willingness to communicate in a Watts, C. Ikeguchi & M. Swanson (eds), JALT2004 English. Journal of Multilingual and Multicultural second language: The Japanese EFL context. Conference Proceedings. Tokyo: JALT. Development 30(5): 405–20. Modern Language Journal 86: 54–66.Falout, J. & Maruyama, M. (2004). A comparative Ryan, S. (2009b). Self and identity in L2 motivation in Yashima, T. (2009). International posture and the study of proficiency and learner demotivation. The Japan: The ideal L2 self and Japanese learners of ideal L2 self in the Japanese EFL context. In Z. Language Teacher 28: 3–9. English. In Z. Dörnyei & E. Ushioda (eds), Dörnyei & E. 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Ema Ushioda plenary handout

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