Abstract
Second language (L2) attitude and motivation-related studies focusing on differences caused by age have mostly highlighted the temporal dimension of L2 attitude and motivation. Age-related L2 motivation studies have also been gainfully employed at comparisons between L2 learners of different age groups recruited from different L2 learning environments. Such studies have not, however, attempted an analysis of the L2 attitudinal and motivational differences that may exist among L2 learners within a closer age range, e.g., 18 to 25 years. This article presents the findings of an L2 attitude and motivation survey, using a modified version of Dӧrnyei et al. (2006) and Ryan (2005), conducted among secondary, undergraduate, and postgraduate English as a second language (ESL) learners (N210) in India. It primarily presents a comparative analysis of the L2 attitudinal and motivational constructs of integrativeness, instrumentality, cultural interest, linguistic self-confidence, and L2 anxiety attested in the sample. Additionally, it offers a description of the correlation between the five L2 attitudinal and motivational constructs concerning the different ESL groups. As the ESL learners across the academic levels demonstrated ESL motivation more on the side of instrumentality, they also reported linguistic self-confidence more in the familiar environment of an L2 classroom than outside of it. Since better motivational strategies enhance learner dedication to the learning of a certain L2, an elaborated understanding of the specific differences in L2 attitude and motivation within this important age range should help design more useful and effective L2 pedagogical methods.
Highlights
English as a second language (ESL) motivation among the Indian ESL learners indicated a utilitarian dimension across the three academic levels
The motivational dimensions of integrativeness and cultural interest exist only in the utilitarian benefits accrued in the instrumentality dimensions of the L2
The two anxiety-related motivational dimensions of L2 anxiety in the use of English in everyday communication and L2 self-confidence in the context of the classroom were identified as discrete factors of L2 motivation in all three academic levels
Summary
To achieve the broad aim of understanding the L2 attitudinal and motivational behaviours of the three Indian ESL learner groups of secondary, undergraduate, and postgraduate students, the study set three specific objectives. It aimed to analyse the differences and similarities in the five L2 attitudinal and motivational constructs identified for the study vis-à-vis the three Indian L2 learner groups. The study proposed to measure the effects of the L2 attitudinal and motivational constructs of L2 anxiety and linguistic self-confidence on the other three constructs with reference to the three groups of Indian ESL learners Keeping these specific objectives in mind, the study posed the following three research questions: 1. Is there any correlation between L2 anxiety and linguistic self-confidence and the other three L2 attitude and motivation constructs vis-à-vis the secondary, undergraduate, and postgraduate ESL learners of India?
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