Abstract
This study investigated the long-term L2 learning motivational changes of 196 Japanese university students using a retrospective approach. The participants’ perceived level of motivation and the rank order of their motivational reasons over 7 years were measured using a survey in order to test five a priori hypotheses: (1) The participants’ motivational levels have frequently changed since they started English learning; (2) these levels were affected by entrance examinations in their final years of junior high and high school; (3) the patterns of motivational change between high and low proficiency university students differ; (4) the rank order of motivational reasons has changed over time; and (5) the rank orders of motivational reasons between high and low proficiency university students differ. These hypotheses were mostly supported. The primary findings indicated that the participants experienced frequent motivational changes in their learning experiences and they were strongly influenced by entrance examinations.
本稿は１９６名の日本の大学生を対象に、英語学習における動機付けの変化を調査したものである。参加者自らに、過去７年間に渡る動機付けの強さとその理由の順位を回顧的調査手法にて報告させ、そのデータをもとに、以下５つの仮説を検証した。（１）参加者の動機付けの強さは、学習開始時から変化し続ける、（２）動機付けの強さは、中３および高３時の入試に強く影響を受ける、（３）学習到達度の差は、動機付け理由の変化に差を生む、（４）動機付け理由の順位は時間の経過に伴い入れ替わる、（５）学習到達度の差は、動機付け理由の順位に差を生む。すべての仮説はほぼ立証され、結果として、参加者の学習動機付けは頻繁に変化していることや、入試に影響を受けていることなどが明らかになった。
