+ EXPOSED! Extracurricular L2 Input in Japan Matthew Barbee University of Hawai‘i at Manoa m

+ Exposure, Attitudes, and Motivation: Extracurricular L2 Input in a Japanese EFL Context Matthew Barbee University of Hawai‘i at Manoa m

+ 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

+ Overview 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

+ Theoretical Background Importance of English due to globalization Dominance of English music, movies, and television has lead to an English world culture (Yashima, 2004; Lamb, 2004; Clement 1994; Csizer and Dornyei 2005a) Importance of Input and Interaction on Second Language Acquisition Input must be comprehensible, interesting/relevant, in large quantity, and authentic (Krashen 1982) Input is not enough, interaction must be present for acquisition to occur (Long 1985, 1996) Importance of Motivation on Second Language Acquisition Integrative motivation, the highest and most facilitative form of motivation to learn a language (Gardner 2001)

+ Theoretical Background What happens when EFL learners have no exposure to the L2 in authentic contexts? Don’t travel abroad, no personal contact with foreigners, no need for L2 in L1 culture What happens when there is no or little exposure to English in the EFL classroom? Integrativeness might have less explanatory power for learners in EFL contexts because they rarely come into personal contact with L2 members. (Dornyei 1988) “Without contact, language learners cannot form strong attitudes towards L2 speakers or harbour intense desires of integrating or being 'like them'" (Ortega, 2009, p. 178).

+ Theoretical Background What happens when EFL learners have no exposure to the L2 in authentic contexts? Don’t travel abroad, no personal contact with foreigners, no need for L2 in L1 culture What happens when there is no or little exposure to English in the EFL classroom? Integrativeness might have less explanatory power for learners in EFL contexts because they rarely come into personal contact with L2 members. (Dornyei 1988) “Without contact, language learners cannot form strong attitudes towards L2 speakers or harbour intense desires of integrating or being 'like them'" (Ortega, 2009, p. 178).

+ 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 Questions 1. 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 ASchool B High level4037 Low Level3638

+ Procedure Survey ed to liaison teacher in Japan. Copying and distribution to the homeroom teachers of the four classes, two classes at each school. Instructions given in Japanese by the homeroom teachers: Students were asked to complete the survey within one 40 minute class period. Explanation of participant rights was given. No further explanation Completed surveys collected and mailed back. 100% return rate!

+ RESULTS Biographical Data Total Students School ASchool B Total High Total Low A1 (high) A2 (low) B1 (high) B2 (low) Number of Students %49.0% Male %56.6%65.0%47.2%40.0%48.6%51.4%57.1%39.2% Female %43.4%35.0%52.8%60.0%51.4%68.4%42.9%60.8% Years Studied English Lived or Studied Abroad %3.9%5.0%2.8%4.0%5.4%2.6%5.2%2.7%

+ Self-Reported Exposure to Input Total Students (N=151) High level Students (n=77) Low level Students (n=74) VERBAL INPUT Native-speakers Non-native speakers Movies/TV Radio Music Online Media WRITTEN INPUT Books Magazines Comics Newspapers /text messages Online Social Media MIXED- MODAL INPUT Movies/TV (with subtitles) Music (with lyrics) α = 0.91

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+ Enjoyableness Attitudes and Beliefs toward Extracurricular English Input Total Students (N=151) High level students (n=77) Low level students (n=74) Native-speakers Non-native Speakers Movies/TV Radio Music Online Media Books2.19 Magazines/Periodicals Comics Newspapers /text messages Online Social Media Movies/TV (with subtitles) Music (with lyrics) α = 0.97

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+ Effectiveness of Input in Learning English Attitudes and Beliefs toward Extracurricular English Input Total Students (N=151) High level students (n=77) Low level students (n=74) Native-speakers Non-native Speakers Movies/TV Radio Music Online Media Books Magazines/Periodicals Comics Newspapers /text messages Online Social Media Movies/TV (with subtitles) Music (with lyrics) α = 0.97

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+ Input as Motivation to Learn English Attitudes and Beliefs toward Extracurricular English Input Total Students (N=151) High level students (n=77) Low level students (n=74) Native-speakers Non-native Speakers Movies/TV Radio Music Online Media Books Magazines/Periodicals Comics Newspapers /text messages Online Social Media Movies/TV (with subtitles) Music (with lyrics) α = 0.97

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+ 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 English is useful Enjoy learning English α = 0.82

+ Principal Components Analysis 5 components extracted

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+ Responses from Open-Ended Items Students 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. Enjoyableness “fun” “cool” “charming” “interesting” “makes me happy”

+ Responses from Open-Ended Items The 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.” Effectiveness “ 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.

+ DISCUSSION 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).

+ DISCUSSION 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”

+ DISCUSSION 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.

+ DISCUSSION 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 Posturing to become “citizens of the world.” (Yashima, 2004; Lamb, 2004) English Media Orientation (Clement 1994) Cultural Interest Orientation (Csizer and Dornyei 2005a)

+ CONCLUSION Because of the expanding “international posture” and with nations such as Japan instituting policies claiming that “it is essential that our children acquire communication skill in English...in order for living in the 21 st century,” it is no wonder that English language learners no longer question the importance of English learning and want to connect, however indirectly, to this newly envisioned world. (Yashima et al., 2004; MEXT, 2002; Willnat, He, Takeshita, & Lopez- Escobar, 2002)

+ 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 ). 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), Crookes, G., & Schmidt, R. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 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), 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), Dornyei, Z. (1988). Motivation in second and foreign language learning. Language Teaching, 31, Dornyei, Z., & Schmidt, R. (Eds.). (2001). Motivation and second language acquisition (Technical Report #23, pp ). 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), 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, doi: /j

+ 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 /07/ 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, 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, 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), 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.

+ Thank You ! +

+ EXPOSED! Extracurricular L2 Input in Japan Matthew Barbee University of Hawai‘i at Manoa m

+ Exposure, Attitudes, and Motivation: Extracurricular L2 Input in a Japanese EFL Context Matthew Barbee University of Hawai‘i at Manoa m