Affiliation:
1. East Carolina University
2. Indiana University
Abstract
Abstract
The present study considers global (Dörnyei’s 2005 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, in revision).
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.
Publisher
John Benjamins Publishing Company
Subject
Computer Science Applications,History,Education
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