Motivation and attitudes of Modern Greek L2 learners in the multilingual context of Catalonia, Spain.

This study examines the motivations and attitudes of multilingual learners in Catalonia, Spain, towards learning Modern Greek as a Foreign Language. Understanding why students choose to study Languages Other Than English (LOTEs) in various contexts deepens insights into second language (L2) learning motivations. The participants (n=20) were adult multilingual learners at a language school in Barcelona, Spain, with Catalan and Spanish as their first languages. Narrative data from semi-structured interviews were analyzed using Interpretative Phenomenological Analysis (IPA), with theoretical grounding in Positive Psychology, specifically Seligman’s PERMA model, and Dörnyei’s L2 Motivational Self System (L2MSS). The findings revealed that the L2 learning experience, characterized by positive emotions, engagement, relationships, meaning, and accomplishment, was a key motivational factor. Participants also perceived a connection between Modern Greek and their native Catalan, a minority language in both the European and Spanish contexts. Some learners also embodied an anti-ought-to-self, as their motivation was self-determined and ran counter to external societal pressures that emphasize the utilitarian value of language learning.