@article{oai:kansai-u.repo.nii.ac.jp:00010339,
 author = {北岡, 千夏 and 塩村, 尊},
 journal = {関西大学外国語教育フォーラム},
 month = {Mar},
 note = {The purpose of this study is to make clear the motivational components or orientations
for Japanese university students to start studying Russian, and analyze statistically the relationship between the orientations and learning outcomes. The results of the analysis
showed as follows: First, a feeling of excitement for studying something new (finding
orientation) and expectation that the Russian language someday would be of use (practical
orientation) could be the motivational components at the start of learning. These
orientations, however, do not reflect an influence on the learning results. Students’ learning habits are much more influential on the learning outcome than the initial motivational components. Second, interest in the culture or societies, in which the target language is spoken, has been considered as integrative orientation in the existing studies, but it might be better to explain it as “relationship orientation”. Third, the negative attitudes toward the language studied in the past, namely, difficulty of English grammar or feeling of being weak
in English, have an unexpectedly large influence on studying Russian language at the start of learning. Therefore, to those who do not have effective study habits, no type of orientation would have an influence on learning Russian unless we take some kind of nonconventional approach to the learning situation., 研究論文},
 pages = {17--30},
 title = {ロシア語学習者の初期動機づけ要因に関する考察： Rによるデータ解析},
 volume = {12},
 year = {2013}
}