Cover not available

Article published In: Australian Review of Applied Linguistics
Vol. 37:2 (2014) ► pp.145–160

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF

Personal growth as a strong element in the motivation of Australian university students to learn German

 | Australian National University
Open Access logo
Available under the Creative Commons Attribution-NonCommercial (CC BY-NC) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Published online: 1 January 2014
DOI logo with link
https://doi.org/10.1075/aral.37.2.04sch
For the last ten years, language learning motivation research has focussed on how learners see knowledge of a language as part of their identity. This article presents the findings of a qualitative interview study that investigated whether personal growth is also a strong element in the motivation of Australian university students to learn German. After first outlining the theoretical framework in which the study is situated and describing the research design and method, the article will present the main findings and argue that personal growth as well as a desire to broaden one’s horizons are strong motives for Australian students of German. The article concludes by discussing the findings and their implications.
References (37)
Ammon, U. (1991). Studienmotive und Deutschenbild australischer Deutschstudenten und –studentinnen. Stuttgart: Franz Steiner Verlag.Google Scholar logo with link to Google Scholar
Blainey, G. (1966). The tyranny of distance: How distance shaped Australia’s history. Melbourne: Sun Books.Google Scholar logo with link to Google Scholar
Busse, V., & Walter, C. (2013). Foreign language learning motivation in higher education: A longitudinal study of motivational changes and their causes. Modern Language Journal, 97(2), 435–456. Google Scholar logo with link to Google Scholar
Busse, V., & Williams, M. (2010). Why German? Motivation of students studying German at English universities. Language Learning Journal, 38(1), 67–85. Google Scholar logo with link to Google Scholar
Byram, M. (2008). From foreign language education to education for intercultural citizenship. Clevedon: Multilingual Matters. Google Scholar logo with link to Google Scholar
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.Google Scholar logo with link to Google Scholar
Clyne, M. (2007). Are we making a difference? On the social responsibility and impact of the linguist/applied linguist in Australia. Australian Review of Applied Linguistics, 30(1), 3.1–3.14. Google Scholar logo with link to Google Scholar
Curnow, T. (2010). Participation in languages education in Australian schools. In A. Liddicoat & A. Scarino (Eds.), Languages in Australian education: Problems, prospects and future directions (pp. 25–40). Newcastle upon Tyne: Cambridge Scholars.Google Scholar logo with link to Google Scholar
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.Google Scholar logo with link to Google Scholar
(2007). Research methods in Applied Linguistics. Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
(2009). The L2 Motivational Self System. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Bristol: Multilingual Matters. Google Scholar logo with link to Google Scholar
(2010). Researching motivation: From integrativeness to the ideal L2 self. In S. Hunston, & D. Oakey (Eds.). Introducing applied linguistics: concepts and skills (pp. 74–83). London: Routledge.Google Scholar logo with link to Google Scholar
Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics 41 (pp. 43–69). London: Thames Valley University.Google Scholar logo with link to Google Scholar
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow: Longman.Google Scholar logo with link to Google Scholar
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.Google Scholar logo with link to Google Scholar
(2002). Social psychological perspectives in second language acquisition. In R. B. Kaplan (Ed.), The Oxford handbook of applied linguistics (pp. 160–169). Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
(2010). Motivation and second language acquisition: The socio-educational model. New York: Peter Lang.Google Scholar logo with link to Google Scholar
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second-language acquisition. Canadian Journal of Psychology, 13(4), 266–272. Google Scholar logo with link to Google Scholar
(1972). Attitudes and motivation in second-language teaching. Rowley: Newbury House.Google Scholar logo with link to Google Scholar
Hutchby, I., & Wooffitt, R. (1998). Conversation analysis. Cambridge: Polity.Google Scholar logo with link to Google Scholar
Ingram, D. E. (2002, December 7). Language and culture policy in multicultural Australia. Invited paper presented at the Annual Convention of the Society for Oceanian Education Studies, Akita University, Japan.
Ivankova, N., & Creswell, J. W. (2009). Mixed methods. In J. Heigham & R. A. Croker (Eds.), Qualitative research in Applied Linguistics (pp. 135–161). Basingstoke, Hampshire; New York: Palgrave Macmillan.Google Scholar logo with link to Google Scholar
Kramsch, C. (2014). Teaching foreign languages in an era of globalisation: Introduction. Modern Language Journal, 98(1), 296–311. Google Scholar logo with link to Google Scholar
Kvale, S. (2007). Doing interviews. London: Sage. Google Scholar logo with link to Google Scholar
Liddicoat, A., & Scarino, A. (2010). Languages in Australian education: an introduction. In A. Liddicoat & A. Scarino (Eds.), Languages in Australian education: Problems, prospects and future directions (pp. 1–8). Newcastle upon Tyne: Cambridge Scholars.Google Scholar logo with link to Google Scholar
Lo Bianco, J. (1987). National policy on languages. Canberra: Australian Government Publishing Service.Google Scholar logo with link to Google Scholar
Martín, D., & Jansen, L. (2012). Identifying possible causes for high and low retention rates in language and culture programs at the Australian National University: a characterization of three groups of students crucial for understanding student attrition. In J. Hajek, C. Nettelbeck, & A. Woods (Eds.), The next step: Introducing the Languages and Cultures Network for Australian universities (pp. 175–219). Melbourne: Languages & Cultures Network for Australian Universities.Google Scholar logo with link to Google Scholar
Nettelbeck, C., Byron, J., Clyne, M., Hajek, J., Lo Bianco, J., & McLaren, A. (2007). Beginners’ LOTE in Australian universities: An audit survey and analysis. Canberra: Australian Academy of the Humanities.Google Scholar logo with link to Google Scholar
O’Leary, Z. (2010). The essential guide to doing your research project. London: Sage.Google Scholar logo with link to Google Scholar
Pauwels, A. (2002). Languages in the university sector at the beginning of the third millenium. BABEL, 37(2), 16–20.Google Scholar logo with link to Google Scholar
Riemer, C. (2011). Warum Deutsch(noch) gelernt wird – Motivationsforschung und Deutsch als Fremdsprache. In H. Barkowski, S. Demmig, H. Funk, & U. Würz (Eds.), Deutsch bewegt: Entwicklungen in der Auslandsgermanistik und Deutsch als Fremd– und Zweitsprache (pp. 327–340). Baltmannsweiler: Schneider Verlag.Google Scholar logo with link to Google Scholar
Schmidt, G. (2011). Motives for studying German in Australia. Frankfurt am Main: Peter Lang. Google Scholar logo with link to Google Scholar
(2014). There’s more to it: A qualitatitive study into the motivation of Australian university students to learn German. German as a foreign language, 11, 21–44.Google Scholar logo with link to Google Scholar
Ushioda, E. (1996). Language learners’ motivational thinking: a qualitative study. Doctoral Thesis. Dublin: Trinity College.Google Scholar logo with link to Google Scholar
Ushioda, E., & Dörnyei, Z. (2009). Motivation, language identities and the L2 self: A theoretical overview. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 1–8). Bristol: Multilingual Matters. Google Scholar logo with link to Google Scholar
(2012). Motivation. In S. M. Gass & A. Mackey ( Eds.), The Routledge handbook of second language acquisition (pp. 396–409). New York: Routledge.Google Scholar logo with link to Google Scholar
Wierzbicka, A. (2014). Imprisoned in English. Oxford, New York: Oxford University Press.Google Scholar logo with link to Google Scholar
Cited by (8)

Cited by eight other publications

Quigley, Mary Grace
2024. Connections between learners’ communities of practice and their use of social language learning strategies: A case study. In Enabling Learning: Language Teaching for Australian Universities, ► pp. 177 ff. DOI logo
Romero-Frías, Esteban, Jose Luis Arquero & Salvador del Barrio-García
2023. Exploring how student motivation relates to acceptance and participation in MOOCs. Interactive Learning Environments 31:1 ► pp. 480 ff. DOI logo
Amorati, Riccardo
2021. The motivations and identity aspirations of university students of German: a case study in Australia. Language Learning in Higher Education 11:1 ► pp. 175 ff. DOI logo
Amorati, Riccardo
2023. Accessing a global community through L2 learning: a comparative study on the relevance of international posture to EFL and LOTE students. Journal of Multilingual and Multicultural Development 44:10 ► pp. 981 ff. DOI logo
Amorati, Riccardo
2024. ‘Being monolingual has a certain stigma’: understanding the proficiency-related motivations of Anglophone students of Italian and German. Journal of Multilingual and Multicultural Development 45:7 ► pp. 2588 ff. DOI logo
Amorati, Riccardo
2025. Navigating expectations and societal norms: the ought self and normative guides of learners of English and Italian. Journal of Multilingual and Multicultural Development ► pp. 1 ff. DOI logo
Deshpande, Anant & Valeri Chukhlomin
2017. What Makes a Good MOOC: A Field Study of Factors Impacting Student Motivation to Learn. American Journal of Distance Education ► pp. 1 ff. DOI logo
Clayton, Stephanie & David Moltow
2016. Mind Your Language. In What is Next in Educational Research?, ► pp. 157 ff. DOI logo

This list is based on CrossRef data as of 1 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue