The virtuous cycle: the reinforcing relationship between L2 attitudes and L2 use among young Italian-speaking South-Tyrolese

Abstract

Aims and Objectives: The aim of the present study is to address the reciprocal relationship between L2 attitudes and L2 use in a bilingual setting among teenaged L2 learners. Whereas several scholars suggested that L2 attitudes and L2 use mutually facilitate each other, empirical studies have traditionally assessed the relationship between L2 attitudes and L2 use from one direction. Design/Methodology: We propose a complex model that integrates concepts tied to the larger social context surrounding formal L2 teaching, such as attitudes towards L2 speakers and L2 use outside the school, with concepts that are more closely associated with formal L2 teaching, such as L2 motivation and L2 competence. In addition, acknowledging that peers’ opinion is a salient issue for teenagers, we also included L2 related peer norms into the model we propose. Based on earlier research we developed six hypotheses regarding the relationships between the theoretical concepts. Self-report questionnaire data were collected among students in Italian language secondary schools in South Tyrol ( N = 315). The questionnaire included items from well-established and validated measurement instruments. We tested the proposed model with non-recursive path modelling. Findings/Conclusions: All the hypotheses were substantiated by the data. We found that both L2 attitudes and L2 related peer norms predicted L2 motivation. In addition, a significant interaction emerged between L2 attitudes and peer norms. L2 motivation predicted L2 competence which in turn predicted L2 use. Finally, the results have provided evidence of a reinforcement process, namely, that L2 use can contribute to positive intergroup attitudes. Originality: To the best of our knowledge, the present paper is the first that utilized non-recursive path modelling in exploring patterns of bilingualism. Significance/Implications: In bilingual settings, L2 use can promote better L2 attitudes. Positive peer norms regarding L2 can counterbalance the effect of negative attitudes on second language acquisition.