Role Models in Language Learning: Results of a Large-Scale International Survey

Christine Muir,Zoltán Dörnyei,Svenja Adolphs

doi:10.1093/applin/amz056

Abstract

Abstract Role models can exert considerable influence in shaping individuals’ values, attitudes, and beliefs. A large body of work in the social sciences has investigated the influence of celebrity role models, and in the context of education, several disciplines have a rich research history in this area (e.g. medical education). However, in the context of second language acquisition, research centred on role models has largely remained on the periphery. This study presents a large-scale international survey investigating the role models of English language learners. With data collected from 8,472 participants, analysis investigated whether these learners had English language role models, who the role models were and what characteristics learners valued in them, and investigated systematic variation among subgroups. Results showed that 68 per cent of respondents reported having an English language role model, and four key role model dimensions emerged: overall command of English, paralinguistic features, personal attributes and accent/variety of English. We argue that role modelling may be a highly influential component of the psychological context of second-language acquisition, and conclude by highlighting several valuable areas for future research.

Highlights

Role models of all kinds can exert considerable influence in shaping our values, attitudes and beliefs
We might have expected the opposite, our results suggest the draw of younger learners towards ‘near peer role models’
Our research project was motivated by the initial belief that role models play an important part in language learning, an assumption supported by investigations elsewhere in the field of education as well as across other disciplines

Summary

Introduction

Role models of all kinds can exert considerable influence in shaping our values, attitudes and beliefs. Individuals, both young and old, can develop what they perceive to be strong and intimate relationships with celebrity role models (Boon & Lomore, 2001; Cashmore, 2006), and it is well documented that these virtual bonds can result “in powerful forms of personal and social transformation” The process which is arguably most relevant to educational contexts is that of ‘vicarious learning’ ( referred to as observational learning). The notion of vicarious learning is a well-established principle in psychology, and, in his seminal book on social learning theory, Bandura (1977) submits that “virtually all learning phenomena resulting from direct experience occur on a vicarious basis by observing other people’s behaviour and its consequences for them” People continually and actively search for models they perceive as representative of what they wish to achieve, and in doing so, Bandura concludes, this “guides and motivates self-development” (1997, p. 88)

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