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Article published In: TASK
Vol. 3:1 (2023) ► pp.140–177

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Task-specific motivation and development of the Spanish L2 self during domestic immersion

ORCiD logo with link | East Carolina University, USA
ORCiD logo with link | Indiana University, USA
Published online: 4 October 2023
DOI logo with link
https://doi.org/10.1075/task.21023.jar
Abstract
The present study considers global (Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar L2 selves) and micro (task-specific) measures of motivation in a unique task-based context: a two-week, domestic Spanish immersion program for high schoolers in the United States (Gurzynski-Weiss, L. (proposal in revision). Task-based domestic Spanish.).
Data was collected from eight students via task-specific questionnaires (given after 30 tasks), L2 self questionnaires (given at the beginning and end of a two-week program), and 12 daily reflective journals. Results indicated overall high L2 self-constructs with little change over two weeks of instruction, and all task domains were rated moderately to very high for task motivation. It was found that higher L2 self ratings regularly patterned with higher task-specific motivation, although participant individual differences and characteristics unique to a domestic immersion program also influenced task-specific motivation.
Article outline
  • Literature review
    • The L2 self and complex dynamic systems
    • Task-specific motivation
    • Motivating the current study: L2 motivation and domestic immersion
  • Current study
    • Participants
    • Research questions
  • Methodology
    • Procedure and instruments
      • Quantitative measures
      • Qualitative measures
  • Results and discussion
    • Research question 1: Global measures of learner motivation
    • Research question 2: Task specific motivation
    • Research question 3: Comparing task-specific motivation with global measures of motivation
    • Support from student journals
  • Pedagogical implications
  • Limitations and future directions
  • Conclusions
  • Endnotes
  • Acknowledgements
  • References
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