Contact, attitude, and motivation in the learning of Catalan at advanced levels

Abstract

The theoretical complexity of current understandings of second language (L2) identity has brought the study of language learning motivations from basic concepts of intrinsic, integrative, and instrumental motives to a more dynamic construct that interacts with background factors, learning contexts, and proficiency levels. This cross-sectional study examines the profile of the advanced non-native learner of Catalan as a means of understanding L2 contact, attitudes, and motivations that underlie the self-concept of this learner group as distinct from foreign language learners. Adult students in advanced courses (N = 90) in Catalonia responded to questionnaire items about the presence of the target language in their social network, attitude toward it, motivation for studying, and background information including age and length of residence, among others. Principle component analysis revealed four driving factors for language study, which are discussed in terms of learners' Ideal and Ought-to L2 Selves from the L2 Motivation Self System (Dörnyei, 2009), in addition to mediating L2 community factors found uniquely in second language study contexts. Through discussing these motivations, we hope to arrive at a better understanding of learners who, arriving in a multilingual community, form an advanced L2 self-concept and translate these push and pull factors into proficiency.