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L3-motivation och integrationssträvan på komvux: En studie om vuxna invandrares motivation att läsa engelska i Sverige
Stockholm University, Faculty of Humanities, Department of Language Education.
2016 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
L3 Motivation and Integrativeness in Adult Education : A Study about Adult Immigrants' Motivation to Study English in Sweden (English)
Abstract [sv]

Syftet med den här studien var att kvalitativt undersöka L3-motivation hos vuxna invandrare som läser engelska (L3) på komvux i Sverige. Motivation undersöktes i relation till samspelet mellan målgruppens behov och mål, det svenska samhället och engelskans globala status. Den metodologiska utgångspunkten togs först och främst i Dörnyeis L2-motivationssjälvbildssystem (2005) och anpassades till studiens kulturella och sociala ramar. Resultaten indikerar att det är en stor sannolikhet att L3-motivation formas och starkt påverkas av vuxna invandrares invandrarskap och bikulturella identitet som har utvecklats i samband med integration i det svenska samhället. Detta framgår av att det svenska samhället och invandrarskapet ofta uppträder som normgivande när det gäller vuxna invandrares studier i engelska. Deras L3-motivationssjälvbildssystem indikerar dessutom att vuxna invandrares syn på den ideala språkliga självbilden är i kongruens med majoritetssamhällets förväntningar och kunskapsvillkor. Resultaten behöver dock valideras i framtiden genom fler studier och större elevpopulationer.

Abstract [en]

The purpose of this study is to by a qualitative method investigate L3 motivation in adult immigrants who study English (L3) in Sweden. Motivation was investigated in relation to the interplay between the target group’s needs and goals, the Swedish society, and the global status of English. The methodological framework was based on Dörnyei’s L2 Motivational Self System (2005) and it was adapted to the cultural and social context of the study. The results indicate that there is a probability that immigrant identity (Swe. invandrarskap) and a sort of bicultural identity, which have developed in adult immigrants as side effect in the integrational process in the Swedish society, shape and strongly affect L3-motivation. This is supported by the informants’ interview data in which the Swedish society and the immigrant identity often appear as a normative referent for adult immigrants’ English studies. In addition, their L3 motivational self system indicates that adult immigrants’ perception of the ideal language self is in congruity with the majority society’s expectations on knowledge. However, the results need to be validated through more studies and larger student populations in the future.

Place, publisher, year, edition, pages
2016. , 33 p.
Keyword [en]
adult education, adult immigrants, adult learning, English as a third language, Global English, integrativeness, integrative motivation, komvux, L2 Motivational Self System, L3 learner, L3 learning, L3 motivation, L3 Motivational Self System, L3 Self
Keyword [sv]
engelska som tredjespråk, global engelska, integrationssträvan, integrativ motivation, komvux, L2-motivationssjälvbildssystem, L3-inlärare, L3-inlärning, L3-motivation, L3-självbild, vuxenutbildning, vuxna invandrare, vuxnas lärande
National Category
Pedagogy Humanities
Identifiers
URN: urn:nbn:se:su:diva-126514OAI: oai:DiVA.org:su-126514DiVA: diva2:900675
Presentation
2016-01-14, Universitetsvägen 10 E, Stockholm, 09:00 (Swedish)
Supervisors
Examiners
Available from: 2016-02-24 Created: 2016-02-04 Last updated: 2016-02-24Bibliographically approved

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CiteExportLink to record
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  • apa
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