A Comparative Study of the Experience of Boredom in the L2 and L3 Classroom

Mariusz Kruk,Joanna Zawodniak

doi:10.1007/s42321-020-00056-0

Abstract

This study investigates whether there is a significant difference in experiencing boredom between the L2 and L3 classroom. It begins with a comparison between L2 and L3 acquisition, after which the phenomenon of boredom is highlighted, including its definition, typology, causes, and related research. This is followed by a description of the study intended to qualitatively and quantitatively examine the English majors’ perceptions of boredom in learning the L2 (English) and the L3 (German). Gathered data enabled the authors to comparatively approach changes in the levels of boredom in the L2 and L3 classroom as well as single out the factors responsible for student boredom in those two learning contexts. The main contributors to this problematic condition encompassed, among others, insufficient teacher engagement, the repeated use of the same teaching tools, uninteresting topics, and a lack of meaning in learning. Although the feelings of L2 and L3 boredom were not found to significantly differ, the overall level of this experience turned out to be higher in the L2 classroom. Finally, the authors formulate their own definition of boredom based on the analysis of obtained results and propose a handful of pedagogical implications.

Highlights

The process of foreign language acquisition is influenced by a number of learner variables
This study investigates whether there is a significant difference in experiencing boredom between the L2 and L3 classroom
The study has revealed boredom as a construct undergoing numerous fluctuations whose character and intensity depend on a number of factors for the most part pertaining to the teacher (L2), classes (L2 and L3), and reluctance to learn the language (L3)

Summary

Introduction

The process of foreign language acquisition is influenced by a number of learner variables. L2 teachers and researchers have failed to give proper attention to this phenomenon which all too frequently is mistaken for laziness and associated with anxiety, depression, or personality factors [2]. Surprising though it may seem, boredom has been identified as the most intense and most frequently experienced student emotion [3, 4] that may inhibit the learning process and make it less efficient and less enjoyable. It needs to be underlined that the concept of boredom is contrastively approached with regard to L2 and L3 acquisition, which is why the opening section briefly comments on the relationship between these two processes

Methods

Results

Discussion

Conclusion