Bringing the past to life: the effects of historical linguistics instruction on motivation, enjoyment, and identity in the foreign language classroom

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dc.contributor Koronkiewicz, Bryan
dc.contributor O'Rourke, Erin
dc.contributor Lightfoot, Douglas
dc.contributor Yazan, Bedrettin
dc.contributor.advisor Picone, Michael D.
dc.contributor.advisor Rountree, Barbara
dc.contributor.author Thomas Coffman, Jana M.
dc.date.accessioned 2018-07-11T16:49:10Z
dc.date.available 2018-07-11T16:49:10Z
dc.date.issued 2018
dc.identifier.other u0015_0000001_0002945
dc.identifier.other ThomasCoffman_alatus_0004D_13485
dc.identifier.uri http://ir.ua.edu/handle/123456789/3630
dc.description Electronic Thesis or Dissertation
dc.description.abstract For centuries, languages have been changing and evolving in complex, systematic ways. The study of past stages of a linguistic system and the overarching linguistic patterns characterizing the arc of change over time characterize the field of linguistics known as historical linguistics. Historical linguistics serves to illuminate both the sources and earlier phonetic and morphosyntactic features of a given language and the present trajectories and modern features of those same systems. This has implications for Second Language Acquisition. Indeed, existing literature suggests that instruction in various aspects of historical linguistics correlates positively with increased confidence, motivation, global competence, and multicultural identity. This study explored the effects of introductory historical linguistics exposure on the L2 Motivational Self as defined by Dörnyei (2005) and revisualized for multilingual learners by Ushioda (2017) and Lasagabaster (2014), among others. After a one-week treatment period, qualitative and quantitative data were analyzed to determine if changes could be detected in middle and high school language learners’ levels of motivation, enjoyment, and sense of identity in the foreign language classroom. Quantitative results revealed significant results in the areas of self-efficacy and metalinguistic awareness. Qualitative analysis revealed strong support for increased L2 enjoyment, L2 motivation, and self-efficacy, and revealed moderate support for lowered L2 anxiety and higher self-confidence. Keywords: Historical linguistics, SLA, motivation, enjoyment, L2 self, L2 identity
dc.format.extent 158 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Foreign language education
dc.subject.other Linguistics
dc.subject.other Modern language
dc.title Bringing the past to life: the effects of historical linguistics instruction on motivation, enjoyment, and identity in the foreign language classroom
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Modern Languages and Classics
etdms.degree.discipline Romance Languages
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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