| Resum: |
In the context of Study Abroad (SA) researchers have called for a more refined analysis of students' personal language learning motivations (Mitchell et al. 2015). Furthermore, the spread of English as a Lingua Franca (ELF) has led to an exponential increase in learners of English, and has consequently changed the learners' motivations for learning, as well as the way they identify with the language (Jenkins et al. 2011; Isabelli-García 2006). With this in mind, the present study draws on Yashima's (2009) international posture as a more fruitful alternative to the concept of integrative motivation. The study investigates the motivation and identity of undergraduate Spanish-Catalan bilinguals, learning English, as well as either German or French. Using quantitative tools, the study compares students crosssectionally prior to and at the end of a SA period, and contrasts those spending a SA in an English-speaking country with those in a German- or French-speaking country. The results suggest that there is a partial effect of a three-month SA on the language learning motivation and identity of higher education students. Significant differences were found between pre- and end of SA participants in areas such as international posture, willingness to communicate and interest in foreign languages. Furthermore, when comparing those in an English-speaking country with a French or German-speaking country, differences arose regarding the ideal L2 self and intended learning effort. It is suggested that due to the generally high levels of motivation across all participants, a more detailed, qualitative investigation is required in order to gain a more thorough understanding of the development and negotiation of the learners' ongoing motivational process (Kim 2009). |
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