The Relationship between Global Competence and Language Learning Motivation: An Empirical Study in Critical Language Classrooms.

IntroductionResearchers in the past few decades have focused on motivation in language learning and have generally concluded that motivation affects overall acquisition of target language (Deuroornyei, 1998; Masgoret & Gardner, 2003). Somewhat more recently, many programs, instructors, and learners have begun to consider the concept of global competence (Li, 2013). While global competence and language learning motivation represent two clearly different constructs, a number of studies have recognized them as important factors affecting students' target language learning outcomes (see Jackson, 2015; Masgoret & Gardner, 2003; Rubenfeld,Sinclair, & Clement, 2007; Tam, 2009). However, there is a dearth of research that has examined the relationship between global competence and language learning motivation in foreign language classrooms. The present study investigated the relationship between global competence and language learning motivation in the context of critical language classrooms at the postsecondary level.Review of LiteratureGlobal CompetenceScholars have used many different terms to refer to the concept of global competence, including intercultural competence, global citizenship, global mindset, and interculturalsensitivity (Li, 2013). In addition, a number of definitions have been proposed (Blumenthal & Grothus, 2008; Deardorff, 2011; Hunter, White, & Godbey, 2006; Li, 2013). For the purpose of this study, global competence is defined in harmony with the Hunter et al. (2006) definition as having the knowledge and ability to identify cultural differences, having the interest to interact with people from cultures outside of one'sown,and utilizing linguistic and cultural skills to communicate in the most effective manner in different contexts.Although disagreement exists on both the concepts and the exact definitions (Arasaratnam, 2009), scholars do in fact agree on many of the components that contribute to global competence, including knowledge, motivation (affective component), behavior (psychomotor component), and context (situational component) (see Duran & Spitzberg, 1995; Lustig & Koester, 2013; Moeller & Faltin Osborn, 2014; Neuliep, 2014; Spitzberg & Cupach, 1984). From this perspective, in order to behave in a globally competent manner, foreign language students need to be equipped with more than a high level of language proficiency and paralinguistic knowledge about the target language; they also need to know the values, beliefs, customs, and behaviors of the cultures in which the target language is used. Due to the existence of these separate but interconnected components, global competence is notconsideredtobeaninbornorstatic attribute; rather, it is composed of learned skills and behaviors that characterize an individual's way of interacting with others (Cupach & Imahori, 1993).Research on global competence in educational and language learning contexts has investigated the role of study abroad (e.g., Machorro, 2009) as well as the skills and characteristics that students need to acquire so as to become globally competent (e.g., Deardorff, 2006; Lohmann, Gordon, Harwell, McLaughlin, & Paraska, 2008; Reimers, 2009; Willard, 2011). Other researchers have proposed theoretical frameworks for teaching intercultural communicative competency in foreign language classrooms (Borghetti, 2012; Moeller & Faltin Osborn, 2014), while still others have investigated ways to cultivate students' global competence in educational settings (e.g., Li, 2013).Motivation and L2 LearningAcknowledging the importance of, and helping learners to develop and use, paralinguistic knowledge and high levels of language proficiency as well as to demonstrate culturally appropriate values, beliefs, and behaviors mentioned above is not sufficient; learners must also be motivated to enhance and refine each aspect of global competence and to speak and act appropriately. …