Language Learning Motivation and Its Role in Learner Complaint Production
Abstract
:1. Introduction
2. Literature Review
2.1. Complaints
2.2. Direct Complaints in L2 Pragmatics Research
2.3. L2 Motivation and Pragmatic Production
- RQ1: Is there a difference in L2 pragmatic productive competence between highly motivated Chinese university students and their low-motivated counterparts?
- RQ2: How do Chinese university students’ L2 motivation and pragmatic production correlate?
- RQ3: What motivational subscale(s) predict L2 pragmatic production in Chinese university students?
3. This Study
3.1. Participants
3.2. Instruments
3.3. Procedure
3.4. Data Analysis
4. Results
4.1. Comparison of Levels of Pragmatic Production between HM and LM Students
4.2. Correlations between L2 Motivation and L2 Pragmatic Production
4.3. Prediction of L2 Motivation in the Development of L2 Pragmatic Production
5. Discussion
5.1. Comparisons of Pragmatic Production across Motivational Levels
5.2. Relationship between Motivational Subscales and L2 Pragmatic Production
5.3. Implications
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A. Discourse Completion Task
References
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Situation | Interlocutors | Social Power | Social Distance |
---|---|---|---|
1. Tuition fee | Offspring vs. father | High | High |
2. Low grades | Student vs. professor | High | Low |
3. Learning materials | Friend vs. friend | Equal | High |
4. Rock music | Neighbour vs. neighbour | Equal | Low |
5. Loud noise | Older sibling vs. young sibling | Low | High |
6. Spilt shirt | Customer vs. waiter | Low | Low |
HM Students (n = 30) | LM Students (n = 30) | MD | t (44) | ||||
---|---|---|---|---|---|---|---|
d | |||||||
M | SD | M | SD | ||||
Pragmatic production | 3.60 | 0.47 | 3.07 | 0.91 | 0.53 | 2.83 ** | 0.73 |
Production and Motivational Subscales | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
---|---|---|---|---|---|---|---|---|
| - | |||||||
| 0.85 ** | - | ||||||
| 0.82 ** | 0.76 ** | - | |||||
| 0.83 ** | 0.84 ** | 0.79 ** | - | ||||
| 0.75 ** | 0.77 ** | 0.91 ** | 0.84 ** | - | |||
| 0.77 ** | 0.86 ** | 0.80 ** | 0.92 ** | 0.87 ** | - | ||
| 0.81 ** | 0.85 ** | 0.84 ** | 0.91 ** | 0.85 ** | 0.93 ** | - | |
| 0.32 * | 0.29 | 0.27 | 0.43 ** | 0.32 | 0.44 ** | 0.41 ** | - |
B | SDE | t | p | β | |
---|---|---|---|---|---|
(Constant) | 2.326 | 0.289 | 8.045 *** | 0.000 | - |
ATLE | 0.224 | 0.061 | 3.677 ** | 0.001 | 0.435 |
R2 | 0.189 | ||||
Adjusted R2 | 0.175 | ||||
∆ R2 | 0.189 | ||||
F value | F (1, 58) = 13.522, p = 0.001 |
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Yang, H.; Wu, X. Language Learning Motivation and Its Role in Learner Complaint Production. Sustainability 2022, 14, 10770. https://doi.org/10.3390/su141710770
Yang H, Wu X. Language Learning Motivation and Its Role in Learner Complaint Production. Sustainability. 2022; 14(17):10770. https://doi.org/10.3390/su141710770
Chicago/Turabian StyleYang, He, and Xinxin Wu. 2022. "Language Learning Motivation and Its Role in Learner Complaint Production" Sustainability 14, no. 17: 10770. https://doi.org/10.3390/su141710770
APA StyleYang, H., & Wu, X. (2022). Language Learning Motivation and Its Role in Learner Complaint Production. Sustainability, 14(17), 10770. https://doi.org/10.3390/su141710770