In response to current data reflecting low levels of proficiency in English in Italy relative to other European Union countries, this study examines the nature of L2 motivation among youth residing in Naples and Rome. Two overriding aims guide the study: to investigate the main dimensions describing L2 motivation among Italian high school students, and to unveil the factors that affect their motivation. This study employed a sequential explanatory mixed methods design, with a first primarily quantitative phase (N = 205) for which the research instrument was a questionnaire, followed by a second qualitative phase (N = 8) that consisted of interviews and classroom observation data. Findings illustrate that the participants of this study recognized that English is instrumental to access varied desired future communities, to travel, and to acquire digital savoir-faire and global, cosmopolitan citizenship. Furthermore, L2 motivation for this population is grounded in the desire to access and gain membership in (imagined) communities of English speakers. Yet, factors including the economic milieu, educational practices, travel and future aspirations impacted on this (imagined) membership and on participants’ projections of their future L2 selves. This study demonstrates the utility of research methods that capture the multidimensionality of L2 motivation, and highlights the need for educators, policymakers and researchers of English learners in global contexts to take heed of the goals and aspirations of L2 learners.
L2 motivation among Italian youth: Investment, future selves and imagined communities
Jacqueline Aiello
2016
Abstract
In response to current data reflecting low levels of proficiency in English in Italy relative to other European Union countries, this study examines the nature of L2 motivation among youth residing in Naples and Rome. Two overriding aims guide the study: to investigate the main dimensions describing L2 motivation among Italian high school students, and to unveil the factors that affect their motivation. This study employed a sequential explanatory mixed methods design, with a first primarily quantitative phase (N = 205) for which the research instrument was a questionnaire, followed by a second qualitative phase (N = 8) that consisted of interviews and classroom observation data. Findings illustrate that the participants of this study recognized that English is instrumental to access varied desired future communities, to travel, and to acquire digital savoir-faire and global, cosmopolitan citizenship. Furthermore, L2 motivation for this population is grounded in the desire to access and gain membership in (imagined) communities of English speakers. Yet, factors including the economic milieu, educational practices, travel and future aspirations impacted on this (imagined) membership and on participants’ projections of their future L2 selves. This study demonstrates the utility of research methods that capture the multidimensionality of L2 motivation, and highlights the need for educators, policymakers and researchers of English learners in global contexts to take heed of the goals and aspirations of L2 learners.I documenti in SFERA sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
