Speakers
Description
International posture (Yashima, 2002) has been examined for studies of English and for studies of other languages particularly in recent years. This presentation examines different roles of international posture depending on the target languages of English and Korean and further validates the shorter version of its scale (Yashima & Nishida, 2024). Results indicate a necessity for a discussion on what “the international community” represents to learners in different contexts learning different languages.
Abstract section 4: Outcomes/results
Analysis indicated that (a) the scale showed the same factor structure as in the original study and (b) IP demonstrated a strong path of .57 to intended English learning effort, while showing a much weaker path of .08 to intended Korean learning effort. Integrative orientation showed a strong path coefficient of .57 to intended Korean learning effort. Furthermore, intended effort exhibited a strong impact on self-rated proficiency for both languages. These results call for a discussion on what a particular language means to learners in different contexts and how their visions of “the international community” may affect their language learning.
Abstract section 1: Relevance
It has been over 20 years since Yashima (2002) introduced the construct of international posture (IP). It was proposed at a time when English was becoming salient as a global language and integrative orientation (Gardner, 1985) was questioned for its irrelevance to English learning due to the difficulty defining “target-language community.” Now, the construct has been examined regarding the learning of languages other than English (LOTEs) as well and has been demonstrated to be relevant to their learning in certain contexts. However, in Japan, there have not been examinations of the relevance of the construct of IP to LOTE learning.
Abstract section 2: Contribution/research questions
This study seeks to address this gap by examining Japanese learners that are concurrently studying English and one LOTE, i.e., Korean, a language that has been enthusiastically learned by some learners. Roles of IP for both English and Korean learning as well as the role of integrative orientation for Korean learning are investigated. By examining the relevance of international posture to learners of these languages, the study seeks to contribute to further theorizing international posture.
Abstract section 3: Content/method
An online questionnaire was administered to 116 university students concurrently learning English and Korean. The questionnaire consisted of some background questions as well as 42 six-point Likert-scale items measuring the following constructs: IP, integrative orientation, intended English learning effort, intended Korean learning effort, self-rated English proficiency, and self-rated Korean proficiency. Data were analyzed by performing correlational analysis and structural equation modeling to examine the roles of IP and of integrative orientation.
Abstract section 5: References
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54–66.
Yashima, T., & Nishida, R. (2024). Reflecting on the conceptual core and developing a short version of international posture. System, 121, 103217.
| Title | Role of international posture in English and Korean studies |
|---|---|
| Teaching Context | College and university education |