著者

山口 紀子

出版者

お茶の水女子大学大学院人間文化創成科学研究科

雑誌

人間文化創成科学論叢

巻号頁・発行日

no.21, pp.115-124, 2019-03-31

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The Kyrgyz Republic is regarded as "the Isolated Learning Japanese Circumstance" since it has few chance of human and economic interaction with Japan. In that situation, it is challenging to get the pragmatic opportunities to study or work using Japanese for most of Japanese learners. Also, it seems difficult to continue to learn and hesitate from having education of Japanese language in Kyrgyz. This survey investigated motives for learning Japanese and elements affected to sustainable motivation of life-long learners. The results of factor analysis suggested that (a) they have five types of motives for learning such as 〈desires for living in abroad〉〈interests in Japanese language and culture〉〈self-esteem and selfimprovement 〉〈development personal relationship and challenges to new domain〉and〈hobby and entertainment〉, (b) the lack of pragmatic opportunities and difficulties to study the language may affect to motivation low. On the other hand, the results of covariance structure analysis shows that (c) not only pragmatic motives such as〈desires for life abroad〉 but also non-pragmatic motives such as 〈development personal relationship and challenges to new domain〉affects to sustainable motivation high. It suggests how teachers can support learners' sustainable motivation in" Isolated Circumstances".