Motivation and language learning outcomes in L3 learning

Abstract

 This study explored the relationship between motivation and language learning outcomes in third language (L3) learning by adopting a quantitative research design. Twenty-nine undergraduates who were native Mandarin speakers, learned English as their second language (L2) in school, and chose to learn German as their L3 in a one-year intensive course offered by their university completed a series of online questionnaires and tasks at the end of this course, in which data on motivation, language aptitude, anxiety, language history, and socio-demographic characteristics were collected, and outcomes in aspects of phonology, vocabulary, basic and miscellaneous grammar, and integrated language competence were measured. The effect of L3 motivation on L3 learning outcomes was examined in this study within the theoretical framework of the L2 Motivational Self System. The results of correlation analysis showed a negative correlation between Ought-to L2 Self and outcomes in phonology as well as a positive correlation between intended effort and outcomes in miscellaneous complex grammar. Further regression analysis revealed that intended effort had a positive effect on outcomes in complex grammar; however, age of English acquisition rather than Ought-to L2 Self showed a significant negative effect on phonological outcomes. It was indicated that motivation could have a limited impact on L3 learning outcomes. Based on the empirical findings, this study also suggested the potential of long overlooked Ought-to L2 Self and a much closer relationship between motivation and expected learning behaviour than between motivation and actual learning outcomes. Due to the complexity of both motivation and language learning, future exploration calls for the consideration of more possible influencing factors and the refinement of methodological approaches.