Vilniaus universiteto studentų iš užsienio šalių motyvacija mokytis lietuvių kalbos kaip svetimosios

LTStraipsnyje analizuojama Vilniaus universiteto studentų motyvacija mokytis lietuvių kalbos kaip svetimosios, nustatant, kokie sociolingvistiniai veiksniai daro reikšmingą įtaką studentų motyvacijai. Pagrindinis tyrimo įrankis – motyvacijos mokytis lietuvių kalbos kaip K2 klausimynas, sudarytas remiantis dviejų motyvacijos mokytis kalbų tyrėjų Roberto Gardnerio (2004) ir Zoltáno Dörnyei (2010) teorijų ir klausimynų pagrindu. Tyrime dalyvavo 89 Vilniaus universiteto studentai, pradedantieji lietuvių kalbos kaip K2 mokiniai. Iš tiriamųjų 50 buvo medicinos studentai, 39 – asmenys, lankantys lietuvių kalbos kursus mainų programos Erasmus studentams. Tyrimas atskleidė, kad galima įžvelgti reikšmingų skirtumų tarp Erasmus studentų ir medicinos studentų motyvacijos mokytis lietuvių kalbos. Ypač žema motyvacija pasižymėjo medicinos studentai, kaip vienintelę lietuvių kalbos mokymosi priežastį nurodę tai, kad kursas jiems yra privalomas. Raktažodžiai: motyvacija, svetimųjų kalbų mokymasis, lietuvių kalba kaip svetimoji, sociolingvistiniai veiksniai, motyvacijos mokytis kalbų klausimynas. [Iš leidinio]

ENThe article analyses the motivation of students of Vilnius University to learn Lithuanian as a second language and determines which sociolinguistic factors have a significant influence on students’ motivation. The main research tool is the questionnaire on motivation to learn Lithuanian as a L2, which was created based on the theories and questionnaires of two linguistic researchers on learning motivation, Robert Gardner (2004) and Zoltán Dörnyei (2010). 89 students of Vilnius University, beginners of Lithuanian language as L2 students, participated in the study. 50 subjects were medical students, 39 were students attending Lithuanian language courses as Erasmus exchange students. The study found that motivation to learn Lithuanian is usually significantly influenced by students’ main reason for choosing to learn Lithuanian. Those who emphasised that they were learning Lithuanian because the course was mandatory for them (i.e., the majority of medical students) had, in most cases, lower motivation to learn Lithuanian. The latter students should be distinguished from those who cite living in Lithuania or the desire to communicate in Lithuanian as reasons for learning Lithuanian. The motivation of these subjects to learn Lithuanian is related to the image of the ideal self, integrative motivation, positive state of the Lithuanian language learning environment, attitude toward the Lithuanian community, interest in L2 learning, and effort to learn Lithuanian.This shows a much closer connection not only with the Lithuanian language itself, but also with the context in which it is learned and used. Significant differences in motivation to learn Lithuanian are also found between medical students and Erasmus exchange students. The motivation of medical students differed from that of Erasmus students, who scored significantly higher only on preventive motivation. Erasmus students, on the other hand, learn Lithuanian under more general cultural and educational incentives (greater interest in Lithuanian culture, motivation to learn L2). Keywords: motivation, second language acquisition, Lithuanian as a second language, sociolinguistic factors, language learning motivation questionnaire. [From the publication]