| Abstract [eng] |
Foreign language learning motivation is a complex construct that can be explained by the L2MSS theory, which distinguishes three types of L2 learning motivation. By applying these types of motivation, we can study what factors affect the motivation of adults living in Lithuania to learn Italian as a foreign language. Although foreign researchers study what motivates learning Italian as a foreign language, this type of research has not yet been conducted in Lithuania. The purpose of this paper is to determine what factors affect each of the three types of L2 learning motivation. The research material consists of quantitative data collected through anonymous online questionnaires. Statistical analysis was used to analyse the research material: factor structure analysis was used to check the reliability and validity of the research instrument, and the influence of various factors on each type of motivation was studied using eliminative stepwise regression; descriptive statistics were applied to describe the demographic data of the study participants. The results of the study revealed that L2MSS as a motivational model is valuable because it is reliable and valid and all three constructs (ideal L2 self, ought-to L2 self and L2 learning experience) are also reflected in the Lithuanian context among adults learning Italian as a foreign language. Despite the validity and reliability of the model, it was observed that ideal L2 self L2 learning experience are somewhat entangled. Ideal L2 self and L2 learning experience motivation types shared three statistically significant factors out of four: level of Italian language proficiency, gender of respondents and the current status of learning Italian. The fourth statistically significant factor for the ideal L2 self is relatives who are learning Italian, and for L2 learning experience it is a native-speaking Italian teacher. Six factors influence the ought-to L2 self: the current status of learning Italian, sojourns in Italy, learning Italian while sojourning in Italy, native-speaking teacher, the level of Italian language proficiency and university studies. Age and knowing other Romance languages were the only factors which had no impact on either type of motivation. Since both research methods revealed that the ideal L2 self and L2 learning experience to some degree overlap, it should be further investigated whether they should not be combined into one and whether the L2MSS motivational model should not include other constructs. The research carried out could be useful for Italian language teachers, teaching tool developers and researchers who study the L2 learning motivation. A limitation of this work is the small and random sample, with female respondents significantly outnumbering male respondents. For these reasons, further research is needed. |
