Permalink : http://hdl.handle.net/2115/45204

This study aims to reveal the relationship between motivations and expectations of learning achievement among Japanese language students at Ukrainian universities by a questionnaire survey. It is known that motivations have significant effects on the extent of achievement of L2 learning outcomes. Learners of Japanese language in Ukraine set notably high goals (to obtain a scholarship to go and study in Japan, for example) at the beginning of their studies, but many of them are unable to maintain the original motivations until their graduation. Goals set too high can decrease learners' expectations of achievement, and can result in demotivating them to study Japanese. This paper examined 265 students from five universities in Ukraine. The results of the factor analysis show that students in higher academic years have different motivations to first or second-year students. Students in higher academic years can be grouped into three clusters according to their main motivations. Students with work- and culture-related motivations have stronger self-expectations that they will achieve their goals than those with language-related one. The results of cluster analysis indicated that their goals and the expectations of achievement are related to the types of learning motivation.