| Abstract [eng] |
The aim of this study was to answer the question of what motivates Lithuanians living in Lithuania and Norway to learn the Norwegian language. Additionally, the study sought to examine whether and how the motivation to learn Norwegian as a second language (L2) differs among learners with different reasons for studying it. The study analyzed 16 semi-structured qualitative interviews with Lithuanians living in Lithuania and Norway. The informants were divided into four groups based on their reasons for learning Norwegian: for personal enjoyment, already living in emigration, studying in Norwegian at a university, and to fulfill job contract requirements. The semi-structured interviews were analyzed using qualitative thematic analysis. The analysis revealed that the majority of informants learn Norwegian because they want to, while a smaller portion learn it due to external pressure. When discussing the learning environment — specifically, the support from teachers and fellow learners — and motivation to learn L2 Norwegian, informants from different groups emphasized different advantages: students and employees of international companies highlighted the benefits of in-person group learning, while those learning for pleasure emphasized the advantages of remote learning. The group studying Norwegian at university stated that the sociolinguistic situation of the Norwegian language influenced their L2 learning motivation. The other three groups stated that this factor did not influence their motivation to learn Norwegian as an L2. Regarding the informants' attitudes toward Norwegians, Norwegian society, and the country’s culture, it was noted that the student group revealed a cyclical process — learning Norwegian influences L2 learning motivation, which in turn stimulates interest in the country's culture and a stronger desire to learn the language. This pattern was not characteristic of the other groups. The thematic analysis of the interviews also showed that the group learning for personal enjoyment did not consider seeking a job related to the Norwegian language in the near future, while among the emigrant group, some informants had already found work in a Norwegian-speaking environment or were actively looking for it. Therefore, for the first group, job prospects are not a motivating factor for learning Norwegian, whereas the second group aims to find work in a Norwegian-speaking environment, making this financial aspect a key motivator for their language learning. Informants in the student group, who could receive scholarships for high academic performance, stated that they partially chose their studies due to good potential job opportunities, although in some cases this was only a secondary reason. The group learning Norwegian to fulfill employer requirements stated that receiving a salary during the course motivated them to study the language and achieve the best possible results. It can be concluded that the work could be continued, and the results may be useful for other researchers analyzing motivation for learning Norwegian as a foreign language. |
