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Description
This study used Q methodology to discover shared perspectives on the learning of Japanese as a second language (JSL) motivations of L1 English-speaking long-term residents of Japan. A Q sort of 50 statements about JSL motivation was done by 45 participants, followed by a post-sort interview. A three-factor solution was chosen: Japanese Users, Japanese Learners, and Japanese Bypassers. The results are examined to understand how the basic psychological needs of these shared perspectives are fulfilled.
Abstract section 4: Outcomes/results
The factors were labelled Japanese Users, Japanese Learners, and Japanese Bypassers. Japanese Users felt a high degree of autonomy and competence due to their proficiency, and highlighted the language’s indispensability to their relationships with family, social circles, and local communities. Japanese Learners wanted similar feelings of autonomy, competence, and relatedness experienced by the Japanese Users, and believed that learning the language was necessary to do so. Japanese Bypassers did not connect Japanese to their basic psychological needs, finding validation in their professional and personal L1 English speaking lives. Case studies will illustrate how environment and experiences influence immigrants’ JSL motivation.
Abstract section 3: Content/method
The concourse was formed through responses to a survey from 80 L1 English-speaking long-term residents, then a Q set of 50 statements about JSL motivation was created. Q sorts and post-sort interviews were done by 45 participants. Participants elaborated on salient statements, explaining their thought process. Finally, participants reflected on their JSL learning history, elucidating the changing contexts which influenced their motivation. Following a principal component analysis using varimax rotation, a three-factor solution was chosen.
Abstract section 2: Contribution/research questions
- What are the shared perspectives on the learning of Japanese as a second language of L1 English-speaking long-term residents of Japan?
- How are the basic psychological needs of learners in these shared perspectives fulfilled?
Abstract section 5: References
Immigration Services Agency. (n.d.). Statistics tables for statistics on foreign residents. https://www.moj.go.jp/isa/policies/statistics/toukei_ichiran_touroku.html
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_SDT.pdf
Watts, S., & Stenner, P. (2012). Doing Q methodological research: Theory, method & interpretation. SAGE Publications, Ltd.
Abstract section 1: Relevance
In Japan, the number of permanent residents from L1 English-speaking countries has grown steadily over the past decade (ISA, n.d.). As such, understanding how long-term immigrants integrate into Japanese society is increasingly important. Due to its adeptness at studying subjectivity (Watts & Stenner, 2012), Q methodology is well suited to exploring shared perspectives within a discourse. Using self-determination theory as a theoretical framework (Ryan & Deci, 2000), the aim is to examine the myriad elements which influence learners’ JSL motivation to better understand how immigrants’ needs for autonomy, competence, and relatedness are fulfilled or thwarted through their language learning experience.
| Title | Using Q to Explore Japanese as a Second Language Motivation |
|---|---|
| Teaching Context | Teaching mature/lifelong learners |