626
Views
4
CrossRef citations to date
0
Altmetric
Articles

L2 motivation among hearing learners of Finnish Sign Language

ORCID Icon &
Pages 984-996 | Received 29 Apr 2019, Accepted 16 Feb 2020, Published online: 03 Mar 2020

References

  • Boo, Z., Z. Dörnyei, and S. Ryan. 2015. “L2 Motivation Research 2005–2014: Understanding a Publication Surge and a Changing Landscape.” System 55: 145–157. doi: https://doi.org/10.1016/j.system.2015.10.006
  • Cronbach, L. J. 1951. “Coefficient Alpha and the Internal Structure of Tests.” Psychometrika 16 (3): 297–334. doi: https://doi.org/10.1007/BF02310555
  • De Meulder, M. 2018. “So, Why Do You Sign?” Applied Linguistics Review. doi:https://doi.org/10.1515/applirev-2017-0100.
  • Dewaele, J. M. 2010. “Multilingualism and Affordances: Variation in Self-perceived Communicative Competence and Communicative Anxiety in French L1, L2, L3 and L4.” IRAL - International Review of Applied Linguistics in Language Teaching 48 (2–3): 105–129. doi: https://doi.org/10.1515/iral.2010.006
  • Dörnyei, Z. 2005. The Psychology of the Langauge Learner: Individual Differences in Second Language Acquisition. London: Lawrence Erlbaum. doi:https://doi.org/10.4324/9781410613349.
  • Dörnyei, Z., and A. H. Al-Hoorie. 2017. “The Motivational Foundation of Learning Languages Other Than Global English: Theoretical Issues and Research Directions.” The Modern Language Journal 101 (3): 455–468. doi:https://doi.org/10.1111/modl.12408.
  • Gardner, R. C. 1985. Social Psychology and Langauge Learning: The Role of Attitudes and Motivation. London: Edward Arnold.
  • Gardner, R. C. 2010. Motivation and Second Language Acquisition: The Socio-educational Model. New York: Peter Lang.
  • Gibbs, G. 2007. “Thematic Coding and Categorizing.” In Analyzing Qualitative Data, edited by G. Gibbs, 38–55. London: Sage.
  • Hayes, A. F. 2017. Introduction to Mediation, Moderation, and Conditional Process Analysis. A Regression Based Approach. 2nd ed. New York: Guilford Press.
  • Jeavons, M. A. 1999. “A Study of Some of the Factors Which Influence the Second Language Learning of Auslan by Adults.” Unpublished master’s thesis, University of Melbourne, Melbourne.
  • Johnson, J. T. 2017. “Performing Deafness: Symbolic Power as Embodied by Deaf and Hearing Preschoolers.” L2 Journal 9 (2): 5–62. doi: https://doi.org/10.5070/L29232712
  • Kim, Y.-K., and T.-Y. Kim. 2012. “Korean Secondary School Students’ L2 Learning Motivation: Comparing L2 Motivational Self System with Socio-educational Model.” English Language & Literature Teaching 18 (1): 115–132.
  • Knoors, H., and M. Marschark. 2014. Teaching Deaf Learners: Psychological and Developmental Foundations. New York: Oxford University Press.
  • Landry, R., R. Allard, and K. Deveau. 2009. “Self-determination and Bilingualism.” Theory and Research in Education 7 (2): 203–213. doi: https://doi.org/10.1177/1477878509104325
  • Lang, H. G., S. Foster, D. Gustina, G. Mowl, and Y. Liu. 1996a. “Motivational and Attitudinal Orientations in Learning American Sign Language.” Journal of Deaf Studies and Deaf Education 1 (2): 137–144. doi: https://doi.org/10.1093/oxfordjournals.deafed.a014287
  • Lang, H. G., S. Foster, D. Gustina, G. Mowl, and Y. Liu. 1996b. “Motivational Factors in Learning American Sign Language.” Journal of Deaf Studies and Deaf Education 1 (3): 202–212. doi: https://doi.org/10.1093/oxfordjournals.deafed.a014295
  • MacIntyre, P. D., J.-M. Dewaele, N. Macmillan, and Ch Li. 2019. “The Emotional Underpinnings of Gardner’s Attitudes and Motivation Test Battery.” In Contemporary Language Motivation Theory. 60 Years since Gardner and Lambert (1959), edited by P. D. MacIntyre and A. Al-Hoorie, 57–79. Bristol: Multilingual Matters.
  • MacIntyre, P. D., and L. Vincze. 2017. “Positive and Negative Emotions Underlie Motivation for L2 Learning.” Studies in Second Language Learning and Teaching 7: 61–88. doi: https://doi.org/10.14746/ssllt.2017.7.1.4
  • Madoc-Jones, I., O. Parry, and C. Hughes. 2012. “Minority Language Non–Use in Service Settings: What We Know, How We Know It and What We Might not Know.” Current Issues in Language Planning 13 (3): 249–262. doi: https://doi.org/10.1080/14664208.2012.704860
  • Marton, E., and P. D. MacIntyre. 2019. “Feedback From L1 Users – A Potential Facilitator of L2 Use.” Journal of Multilingual and Multicultural Development 40: 1–14. doi: https://doi.org/10.1080/01434632.2019.1634721
  • McEown, M. S., K. A. Noels, and K. D. Saumure. 2014. “Students’ Self-determined and Integrative Orientations and Teachers’ Motivational Support in a Japanese as a Foreign Language Context.” System 3: 1–15. doi:https://doi.org/10.1016/j.system.
  • Pivac, L. 2014. “Learner Autonomy in New Zealand Sign Language Interpreting Students.” In Teaching and Learning Signed Languages: International Perspectives and Practices, edited by D. McKee, R. S. Rosen, and R. McKee, 197–221. Houndsmill, Basingstoke: Palgrave Macmillan.
  • Quinto-Pozos, D. 2011. “Teaching American Sign Language to Hearing Adult Learners.” Annual Review of Applied Linguistics 31: 137–158. doi:https://doi.org/10.1017/S0267190511000195.
  • Report of the Government on the Application of Language Legislation 2017. Helsinki: Prime Minister’s Office.
  • Snoddon, K. 2015. “Using the Common European Framework of Reference for Languages to Teach Sign Language to Parents of Deaf Children.” The Canadian Modern Language Review/La Revue Canadienne des Languages Vivantes 71 (3): 270–287. doi: https://doi.org/10.3138/cmlr.2602
  • Taguchi, T., M. Magid, and M. Papi. 2009. “The L2 Motivational Self System among Japanese, Chinese and Iranian Learners of English: A Comparative Study.” In Motivation, Language Identity and the L2 Self, edited by Z. Dörnyei and E. Ushioda, 66–97. Bristol: Multilingual Matters.
  • Tapio, E., and R. Takkinen. 2012. “When One of Your Languages is not Recognised as a Language at All.” In Dangerous Multilingualism, edited by J. Blommaert, P. Pahta, S. Leppänen, and T. Virkkula, 284–308. Basingstone: Palgrave Macmillan.
  • Wilcox, S., and P. P. Wilcox. 1997. Learning to see. Teaching American Sign Language as a Second Language. Washington, DC: Gallaudet University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.