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The Role of Multilingualism in Learning English and French as Additional Languages: A Comparative Study on Motivation

Publié le 2 février 2022 Mis à jour le 16 mars 2022

Dans le cadre de ses midis de la recherche, le centre Tradital invite un de ses post-doctorant, M. Ali GOKSÜ.

Over 6.000 languages have been spoken all over the world, and less than %25 of the world 200 countries has used two or more official languages in their countries. It is a common view for many individuals to be motivated to learn more languages, in other words, “multilingualism”. Multilingualism has an effective and positive role in learning additional languages as the multilingual learners have a broader linguistic repertoire and many mnemonic strategies. Motivation has been also agreed as a key and effective factor in determining success or failure in foreign language (FL) and second language (L2) learning/acquisition.  It is still a controversial area to understand the underlying structures behind multilingual learners’ learning other languages. In addition, motivation within the frame of the multilingualism perspective is still an under-analyzed issue. Based on research questions, this research examines the motivational constructs of multilingual learners (students) at Université libre de Bruxelles (ULB) in learning French and English as additional languages. The study also provides us a broader frame and includes different affective perspectives connected to language learning motivation. The findings will provide crucial implications and information about multilingual learners’ personal needs and motivations in learning French and English as additional languages, and how multilingual learners transfer their existing language learning experience and integrate to other additional languages and cultures.

Ali GOKSÜ is a Post-Doc researcher at TRADITAL of ULB. He holds his PhD degree in English as a Foreign Education (didactique de l'anglais). His main research interests include Corrective Feedback, Focus-on-Form Instruction, Multilingual Learners, Teaching Language Approaches & Methods, and European Language Portfolio. He has authored a wide range of publications in major national and international refereed journals. He has also held short-term academic visits in Canada, China and many Europe countries, and attended to several international academic conferences, international (ERASMUS+) projects and various academic events. He is also a multilingual scholar having English, French and Dutch language proficiencies.

 

Références
  • Cenoz, J. (2013). Defining multilingualism. Annual Review of Applied Linguistics, 33, 3-18.
  • Council of Europe, (2001). Common European framework of reference for languages: Learning, teaching, assessment. Strasbourg: Language Policy Unit.
  • Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
  • Noels, K. A. (2009). The internalisation of language learning into the self and social identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 295–313). Bristol, UK: Multilingual Matters.
  • Schmidt, R., Boraie, D., & Kassabgy, O. (1996). Foreign language motivation: Internal structure and external connections. In R. Oxford (Ed.), Language Learning Motivation: Pathways to the New Century (Technical Report #11) (pp. 9–70). Honolulu: University of Hawai‘i, Second Language Teaching & Curriculum Center. Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In Z. Dörnyei and E.
  • Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 215–228). Bristol: Multilingual Matters.
Date(s)
Le 3 mars 2022

12h15

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