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EXPOSED!Extracurricular L2 Input in Japan
Matthew BarbeeUniversity of Hawai‘i at
Manoawww.matthewbarbee.com
+Objective
To present findings from a survey of Japanese EFL learners regarding their exposure to sources of L2 input.
Amount of exposure Attitudes toward those
sources of input How motivation towards
learning English relates to that exposure
+ Overv
iew Reason for Study
Research Questions
Methodology Participants Instruments
Results Quantitative Qualitative Summary of Findings
Discussion Points of Interest Limitations Implications
Closing Remarks
Questions and Comments
+Reason for the Study Portrait of Rural Japan
English is treated like any other subject Japanese is the language of instruction Few foreigners Unlikely to travel abroad. YET, excel at English
In a country where “the English-speaking abilities of a large percentage of the population are inadequate,” what accounts for the attachment that some learners have to English?
(Japanese Ministry of Education, Culture, Sports, Science, and Technology [MEXT], 2002)
+
Gardner’s model of Integrativeness (1985, 2001)
What happens when EFL learners have no exposure to the L2 culture or the L2 in authentic contexts?
Integrativeness might have less explanatory power for learners in EFL contexts because they rarely come into personal contact with L2 members. (Dornyei 1988; Csizer and Dornyei, 2005a; Lamb 2004; Ortega, 2009)
Reason for the Study
+
Gap in exposure to input research in EFL contexts.
(Duff & Polio, 1990; Kim & Margolis, 2000; Ellis, 2009; MacLeod & Larsson, 2011)
Assumption that there is little to no extracurricular input in EFL contexts.
(Duff & Polio, 1990; Ortega, 2009)
Input and choice is directly connected to motivation. Choice of input most readily found outside the classroom.
(Krashen, 1985; Gardner, 1985; Crookes & Schmidt, 2001)
Reason for the Study
+Research Questions1. How much exposure do Japanese EFL learners have to
various sources of extra-curricular written and verbal English input across high-level and low-level students?
2. What are the attitudes and beliefs of those same Japanese EFL learners toward their exposure to various sources of extracurricular English input?
3. How does the students’ self-reported motivation to learn English relate to their exposure to those sources of extracurricular English input and their attitudes toward that exposure?
+Methodology Participants: 151 Japanese EFL learners from two public high
schools in rural, southern prefecture in Japan.
Questionnaire Development Focus Group
Draft and revision
Translation
Tested on focus group
Final version
Questionnaire Design
4 sections, 128 items
School A School B
High level 40 37
Low Level 36 38
+RESULTSBiographical Data
Total Students
School A School B
Total High
TotalLow
A1 (high)
A2 (low)
B1 (high)
B2 (low)
Number of Students
151 76 40 36 75 37 38 77 74
51.0% 49.0%
Male 73 43 26 17 30 18 12 44 29
48.3% 56.6% 65.0% 47.2% 40.0% 48.6% 51.4% 57.1% 39.2%
Female 78 33 14 19 45 19 26 33 45
51.7% 43.4% 35.0% 52.8% 60.0% 51.4% 68.4% 42.9% 60.8%
Years Studied English 6.1 5.86 5.64 6.14 6.34 6.34 6.34 5.99 6.24
Lived orStudied Abroad
6 3 2 1 3 2 1 4 2
4.0% 3.9% 5.0% 2.8% 4.0% 5.4% 2.6% 5.2% 2.7%
+Self-Reported Exposure to Input
TotalStudents(N=151)
High level Students(n=77)
Low level Students (n=74)
VERBAL INPUT
Native-speakers 1.71 1.58 1.84Non-native speakers 1.89 1.94 1.84
Movies/TV 2.03 1.96 2.09Radio 1.52 1.57 1.47Music 3.50 3.39 3.61
Online Media 3.42 3.34 3.51
WRITTEN INPUT
Books 1.66 1.65 1.66Magazines 1.56 1.56 1.57
Comics 1.45 1.52 1.38Newspapers 1.65 1.79 1.51
Email/text messages 1.74 1.75 1.73Online Social Media 1.86 1.84 1.88
MIXED-MODAL INPUT
Movies/TV (with subtitles) 2.57 2.47 2.68
Music (with lyrics) 3.01 3.07 2.96
α= 0.91
+
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
Mean Exposure to Input
+Enjoyableness
Attitudes and Beliefs toward Extracurricular English Input
Total Students
(N=151)High level
students (n=77)Low level students
(n=74)
Native-speakers 2.84 2.75 2.93Non-native Speakers 2.66 2.68 2.64
Movies/TV 2.50 2.51 2.50Radio 1.82 1.86 1.78Music 3.93 3.91 3.96
Online Media 3.60 3.56 3.65
Books 2.19 2.19 2.19Magazines/Periodicals 2.02 2.03 2.01
Comics 1.97 1.94 2.01Newspapers 2.04 2.14 1.93
Email/text messages 2.03 1.99 2.07Online Social Media 2.06 1.99 2.14
Movies/TV (with subtitles) 3.07 3.03 3.11
Music (with lyrics) 3.37 3.39 3.35
α= 0.97
+
Native
-spe
aker
s
Non-n
ative
Spe
aker
s
Mov
ies/T
V
Radio
Mus
ic
Online
Med
ia
Books
Mag
azines
/Per
iodica
ls
Comics
Nespa
per
Email/t
ext m
essa
ges
Online
Socia
l Med
ia
Mov
ies/T
V (with
subt
itles
)
Mus
ic (w
ith ly
rics)
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
Enjoyableness of Input:Attitudes and Beliefs toward Ex-
tracurricular English Input
Total Students (n=151) High level students (n=77) Low level students (n=74)
Sources of Input
+Effectiveness of Input in Learning
EnglishAttitudes and Beliefs toward Extracurricular English Input
Total Students
(N=151)High level
students (n=77)Low level students
(n=74)
Native-speakers 4.21 4.21 4.22
Non-native Speakers 3.19 3.35 3.01
Movies/TV 3.64 3.60 3.69
Radio 3.39 3.40 3.38
Music 3.62 3.49 3.74
Online Media 3.03 2.92 3.15
Books 3.62 3.66 3.58
Magazines/Periodicals 3.28 3.39 3.18
Comics 2.97 3.08 2.86
Newspapers 3.52 3.49 3.54
Email/text messages 2.92 3.09 2.74
Online Social Media 2.89 2.92 2.85
Movies/TV (with subtitles) 3.60 3.60 3.59
Music (with lyrics) 3.65 3.63 3.68
α= 0.97
+
Native
-spe
aker
s
Non-n
ative
Spe
aker
s
Mov
ies/T
V
Radio
Mus
ic
Online
Med
ia
Books
Mag
azines
/Per
iodica
ls
Comics
Nespa
per
Email/t
ext m
essa
ges
Online
Socia
l Med
ia
Mov
ies/T
V (with
subt
itles
)
Mus
ic (w
ith ly
rics)
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
Effectiveness of Input in Learning Eng-lish:
Attitudes and Beliefs toward Extracur-ricular English Input
Total Students (n=151) High level students (n=77) Low level students (n=74)
Sources of Input
+Input as Motivation to Learn EnglishAttitudes and Beliefs toward Extracurricular English Input
Total Students
(N=151)High level
students (n=77)Low level students
(n=74)
Native-speakers 3.87 3.88 3.85
Non-native Speakers 2.97 3.10 2.82
Movies/TV 3.44 3.43 3.45
Radio 2.81 2.86 2.76
Music 3.75 3.67 3.82
Online Media 2.98 2.82 3.15
Books 3.19 3.22 3.16
Magazines/Periodicals 2.93 2.95 2.92
Comics 2.68 2.73 2.64
Newspapers 3.07 2.99 3.16
Email/text messages 2.74 2.77 2.70
Online Social Media 2.71 2.73 2.69
Movies/TV (with subtitles) 3.42 3.39 3.46
Music (with lyrics) 3.57 3.45 3.69
α= 0.97
+
Native
-spe
aker
s
Non-n
ative
Spe
aker
s
Mov
ies/T
V
Radio
Mus
ic
Online
Med
ia
Books
Mag
azines
/Per
iodica
ls
Comics
Nespa
per
Email/t
ext m
essa
ges
Online
Socia
l Med
ia
Mov
ies/T
V (with
subt
itles
)
Mus
ic (w
ith ly
rics)
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
Input as Motivation to Learn English: Attitudes and Beliefs toward Ex-
tracurricular English Input
Total Students (n=151) High level students (n=77) Low level students (n=74)
Sources of Input
+Self-Reported Motivation to Learn English
Total Students (N=151)
High level students (n=77)
Low level students (n=74)
I want to learn English. 4.19 4.16 4.23
English is useful. 4.30 4.37 4.23
Enjoy learning English. 3.77 3.86 3.68
I want to learn English English is useful Enjoy learning English3.20
3.40
3.60
3.80
4.00
4.20
4.40
4.60
Total Students (n=151) High level students (n=77)Low level students (n=74)
α= 0.82
+Principal Components Analysis• 5 components extracted
+
+
+
+
+
+
+
+Responses from Open-Ended ItemsStudents overwhelmingly answered that they enjoyed their exposure to English music the most out of the other sources of input.
Student Responses:
“It doesn’t feel like studying.”“I can forget that English is a school subject.”“It is easier to learn when I am interested.” “When I hear my friends sing English songs, I think it’s cool and I want to know the meaning of lyrics.” * “I can connect to foreign culture.” **“I like foreign movies and music because I can see cultural and value differences not in Japan.” **
* One-fifth of the students responded that they liked sources of English input because it was popular within their own culture or among their peers. **Of the 151 students surveyed, only
two responses seemed to align with the concept of integrative motivation.
En
joyab
len
es
s “fun” “cool”
“charming”
“interesting”“makes me happy”
+Responses from Open-Ended ItemsThe students responded that they believe that exposure to English input from native-speakers, movies/TV, and music are the most effective in improving their overall English language ability.
Student Responses:
“Listening textbooks have formal styles, so I think listening to native-speakers actually speaking is better.”
“If you are using English as a tool for entrance exams, natural English is not necessary, and if you want to travel, colloquial English is more important than big words. I think it depends how you want to use English.”
Eff
ectiv
en
ess
“Colloquial English” rather than “big words” and “formal grammar” is “better” for learning English, specifically conversation skills, pronunciation, and “real English.”
+Summary of Findings Japanese EFL students have the most exposure to English in the
form of music, online media, movies/TV, and non-native speakers
They find exposure to English music the most enjoyable, while they find exposure to native-speakers the most effective and the most motivational in learning English
Exposure is most highly correlated with enjoyableness rather than effectiveness. i.e. Students seek out English input that they find enjoyable rather than effective in leaning English.
No discernible differences in exposure or motivation were found between the high-achieving and low-achieving participants.
+ DIS
CU
SSIO
N
Points of Interest Students seem motivated to learn English because
of the nature of the sources of input themselves as well as forces within their own L2 peer community.
Supports model of English media as an orientation to L2 learning.
(Clement, Dornyei, and Noels, 1994)
Turns away from model of integrative motivation
(Gardner, 1985, 2001).
+ DIS
CU
SSIO
N
Points of Interest The overall low level of exposure students have to
extracurricular input.
“Japanese students don't have enough time while in high school to watch TV or listen to music.”
“Only have time to be exposed to English in class.”
Lack of time is biggest problem. Few students who are interested in many things, tend to use English outside of classes, Internet, YouTube, books, and so on. But most high school students have no spare time to spend their own interests.”
“Japanese tend to study only for the entrance exams. They seek for ‘short cut,’ rational way, saving time, for example, if you teach English through the text book, they are only interested in the most important part, which means the parts frequently asked on the test. They skip the rest.
“TOEIC/TOEFL fever” in Japanese education”
+ DIS
CU
SSIO
N
Points of Interest
Low-achievement students have slightly higher exposure to extracurricular L2 input than high-achieving students.
“Lower level students may have more free time for extracurricular activities.”
“Perhaps lower level students don’t feel as much pressure to be perfect and have more time outside of school to enjoy own interests.
+ DIS
CU
SSIO
N
Limitations Focus group vs. target group Determination of high vs. low level students Quantification of amount of exposure
Implications for Future Research Availability/access to input Incidental learning Starting age for EFL learners exposure to L2 input
Pedagogical Implications Extensive reading and listening curriculum Need for authentic and popular sources of media
Technology and new sources of input Alternative curriculums that emphasize dramatic
activities such as role-play and simulations
+
CONCLUSION
International Posturingto become “citizens of the world.”
(Yashima, 2004; Lamb, 2004)
English Media Orientation(Clement 1994)
Cultural Interest Orientation(Csizer and Dornyei 2005a)
+References
Brown, J. D. (2001). Using surveys in language programs. Cambridge: Cambridge University.
Brown, J. D., Robson, G., & Rosenkjar, P. (2001). Personality, motivation, anxiety, strategies, and language proficiency of Japanese students. In Z. Dornyei & R. Schmidt (Eds.), Motivation and second language acquisition (Technical Report #23, pp. 361-398). Honolulu: University of Hawai’i, Second Language Teaching and Curriculum Center.
Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44(3), 417-448.
Crookes, G., & Schmidt, R. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469-512.
Csizér, K., & Dörnyei, Z. (2005a). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89(1), 19-36.
Day, R., & Bamford, J., (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.
Day, R., & Omura, C. (1991). Incidental EFL vocabulary learning and reading. Reading in a Foreign Language, 7(2), 541-550.
Dornyei, Z. (1988). Motivation in second and foreign language learning. Language Teaching, 31, 117-135.
Dornyei, Z., & Schmidt, R. (Eds.). (2001). Motivation and second language acquisition (Technical Report #23, pp. 361-398). Honolulu, Hawai‘i: University of Hawai‘i, Second Language Teaching & Curriculum Center.
Duff, P.A., & Polio, C.G. (1990). How much foreign language is there in the foreign language classroom? The Modern Language Journal, 74(2), 154-166.
Ellis, N., & Collins, L. (2009). Input and second language acquisition: The roles of frequency, form, and function, Introduction to the special issue. The Modern Language Journal, 93, 329-335. doi: 10.1111/j.1540-4781.2009.00893
+References
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, R. C. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 1-19). Honolulu: University of Hawai'i Press.
Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT). (2002). ‘Eigo go tsukaeru nihonjin’ no ikusei no tameno koudou keikaku no sakutei nit suite [Developing a strategic plan to cultivate "Japanese with English abilities.”]. Retrieved from http://warp.da.ndl.go.jp/info:ndljp/pid/286184/www.mext.go.jp/english/news/ 2002/07/020901.htm
Kim, D.D., & Margolis, D. (2000). Korean student exposure to English listening and speaking: Instruction, multimedia, travel experience and motivation. The Korea TESOL Journal, 3.
Krashen, S. (2009). The comprehension hypothesis extended. In T. Piske & M. Young-Scholten (Eds.), Input matters in SLS. Bristol, UK: Multilingual Matters.
Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32, 3-19.MacLeod, F., & Larsson, P. (2011). Exposure to English outside the classroom.
(Doctoral dissertation. Malmo University, Malmo, Sweden). Ortega, L. (2009). Understanding second language acquisition. London: Hodder
Education.Schmidt, R. W. (1990). The role of consciousness in second language learning.
Applied Linguistics, 11, 129-188.Willnat, L., He, Z., Takeshita, T., & López-Escobar, E. (2002). Perceptions of foreign
media influence in Asia and Europe: the third-person effect and media imperialism. International Journal of Public Opinion Research, 14(2), 175-192.
Yashima, T., Zenuk-Nishide, L. and Shimizu, K. (2004), The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning.
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Thank You
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!
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+
EXPOSED!Extracurricular L2 Input in Japan
Matthew BarbeeUniversity of Hawai‘i at
Manoawww.matthewbarbee.com
