We asked Alastair to provide Cambridge Extra with a summary of his winning work.
As a language teacher and language teacher educator it really is a great honour that my thesis ‘L3 Motivation’ was selected as runner-up for the 2013 Christopher Brumfit Award. In addition to my supervisors at the University of Gothenburg, and of course the panel of referees, the editor and members of the editorial board at Language Teaching, I would like to thank Professor Zoltán Dörnyei who generously agreed to review the thesis, providing guidance, advice and insights that were invaluable in enabling me to improve the work and sharpen some of the theoretical arguments.
When I started my research I hadn’t indented to write a thesis on school students’ motivation to learn additional languages such as French, German or Spanish. However I quickly realized that while there was a growing body of research on motivation to learn English, there was hardly any research on other languages. Nor did motivation researchers seem to differentiate between languages learnt as L2s or L3s. Furthermore, I began working at a time when a paradigm shift was taking place in motivation research, the new model offering opportunities to explore aspects of motivation – such as the impact of the L2 on L3 motivation – that had not previously existed.
The thesis consists of four papers (two published in System, one in the Journal of Multilingual and Multicultural Development and and one in the International Journal of Multilingualism). In the first two studies I drew on questionnaire-based data to track secondary school students’ motivation to learn English (the L2) and French, German and Spanish (the L3) across six school grades, analysing the differences in motivational trajectories between the L2 and L3, and in girls’ and boy’s motivation over the period. In the third study I suggested that L2 English was having a negative effect on L3 motivation, testing this hypothesis using data from a cohort of final grade students, while in the fourth study I carried out interviews with students with differing motivational profiles identified using cluster analysis techniques. Analyses of the data in these studies revealed that negative comparisons with L2 English were having a negative effect on L3 motivation, particularly among boys, and that students who were successful in maintaining L3 motivation invoked counteracting resources to offset such effects. Based on these findings, and on proposals previously made by Zoltán Dörnyei, as well as work in the multilingual field by Ulrike Jessner, I offered a number of suggestions for ways in which teachers can help students strengthen their self-concepts as multilingual speakers, and how they can refocus on L3 learning in the face of negative comparisons with English.
Many congratulations Alastair on being runner-up in this coveted international award which perpetuates the name of such a distinguished linguist.