ABSTRACT

Between 2006 and 2016, American universities experienced a significant decrease in student enrolment in foreign language (FL) courses. This decrease corresponded with the dissolution of over 650 foreign language programmes between 2013 and 2016. Using self-determination theory (SDT) as its theoretical framework, this study sought to advocate for the growth of university FL programmes by identifying differences in the motivational orientations, levels of basic psychological need satisfaction, reasons for learning a new language and course enrolment plans of 236 American undergraduate students enrolled in elementary and intermediate level FL courses. Results indicated that competence- and relatedness-supportive learning environments that support students’ autonomous, integrative and altruistic motivations for language learning have a strong, positive relationship with undergraduate FL learners’ decisions to enrol in an unrequired language course in the next semester. The findings recognise all FL programmes as agentic forces in language advocacy and programme growth. Recommendations for language educators are discussed.

摘要

从 2006 年到 2016 年，美国大学的外语 (FL) 课程学生人数显着减少。这一减少与 2013 年至 2016 年间 650 多个外语课程的解散相对应。本研究以自决理论 (SDT) 作为其理论框架，试图通过识别动机取向的差异来倡导大学 FL 课程的发展， 236 名美国本科生的基本心理需求满意度、学习一门新语言的原因和课程招生计划。结果表明，支持学生自主、综合和利他的语言学习动机的能力和相关性支持学习环境具有很强的、与本科 FL 学习者下学期选修非必修语言课程的决定有积极的关系。研究结果承认所有 FL 项目都是语言倡导和项目增长的代理力量。讨论了对语言教育者的建议。