Conceptual and Psychometric Properties of a Foreign Language Learning Motivation Questionnaire (original) (raw)
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Integrative Motivation as a Predictor of Achievement in the Foreign Language Classroom
Applied Language Learning, 2008
This study examines the relationship among five independent variables-integrative motivation, instrumental motivation, the need to fulfill a foreign language requirement, grade point average (GPA), and previous years studying Spanish-as predictors of five dependent variables: scores on a simulated oral proficiency interview (SOPI), final exam grades, final grades, the desire to enroll in Spanish courses after completing the language requirement, and intention to major in Spanish. Data from a questionnaire and a SOPI administered to 130 students enrolled in fourth-semester Spanish identified integrative motivation as a significant predictor of SOPI scores and final exam grades. Furthermore, integrative motivation was a significant predictor of students' desire to enroll in additional coursework after completing the four-semester foreign language requirement. It also had an important role in students' intention to major in the language. A negative relationship was found between the need to fulfill the language requirement and intent to continue with further studies in Spanish. The findings demonstrate that integrative motivation is important in predicting student achievement in the foreign language classroom. Despite numerous studies identifying motivation as important to second language (L2) learning, few researchers have examined the specific conditions that connect motivation to students' L2 speaking proficiency. The present study is therefore unique in that it investigates the relationship between motivation and students' scores on a simulated oral proficiency interview (SOPI). 1 This study focused on five variables-integrative motivation, instrumental motivation, the need to fulfill a foreign language requirement, grade point average (GPA), and previous years studying Spanish-and their relationship to five distinct measures of L2 achievement. 2 Gardner and Lambert (1959) defined integrative motivation as an interest in learning the L2 in order to interact with the L2 group, as well as positive attitudes toward these people and their culture. Instrumental motivation suggested a desire to learn the L2 in order to fulfill a pragmatic objective, such as to enhance future career opportunities. Subsequent research identified a positive relationship between integrative motivation and language achievement at different levels of instruction (
World Applied Sciences Journal, 2012
Motivation is believed to be one very significant construct that imposes positive impact and enhances the learning in any second language learning context. Two types of motivation are known as the instrumental and integrative according to Gardner and Lambert’s original work on attitudes and motivation. Any learner may have a motivation type based on his/her learning goals and the context they are studying in. In EFL contexts, it is assumed that the learners have more instrumental motivation and that their achievement may be affected by their motivation type. Therefore, this survey was planned to investigate the performances of 95 Iranian EFL students at the 3 grade of high school to firstly determine which motivation type dominates among them and also to find out the motivation type of high achievers and finally to determine whether there is significant difference on the achievement of these two groups over their English Final-year Achievement Test. The sample of this study was selected using cluster sampling method and took a standard motivation test to determine their motivation types. Then they took English Final-year Achievement Test. The analysis of the results revealed that the dominant motivation type among high school students was the instrumental orientation (58.9%), high achievers in this study were mostly motivated integratively (92.9%) and finally students with integrative motivation significantly outperformed those who were Motivated instrumentally.
1982
The role of affective variables in adult second language learning (SLL) has interested language specialists for a long time. Of particular note has been the work of Gardner and Lambert (1972) in which motivation is thoroughly analyzed. What emerged from their work as a particularly strong predictor of successful SLL was integrative motivation. The contrasting orientation, instrumental motivation, was found to be less predictive of SLL success among their subjects, mostly high school students in Canada and the United States. The contention here is that integrative-motivation may not be the only orientation for successful SLL. Looking at 84 foreign students at a large univerisity in the U.S., we found little evidence for an integrative orientation as it has been defined by Gardner an& Lambert. In fact, a particularly anti-integrative orientation could be seen among a subset of these students who had at the time of this Study resided in ehe U.S. for thirteen to eighteen months. It is noted that all 84 subjects were deemed "successful" with English. It is important for ESL teachers 4.n the setting of universities in the U.S. to be aware that their students-may not feel integrative taward the American culture. What is presented in ESL classes, as well as ESL textbooks, should reflect this awareness and should recognize that students' needs for achieving their goals here do not necessexily include an integrative orientation toward the American mainstream culture.
International Journal of English Language & Translation Studies , 2018
The purpose of this paper is to investigate the motivation for second language learning with reference to Lightbown and Spada's (2001) study. Lightbown and Spada's (2011) study first drew attention to a multitude of features associated with being an effective learner. In turn, the study assessed the available literature in such a way as to confirm or reject, by means of empirical evidence and clear reasoning, each of the elements on their list. Noteworthily, it is possible to divide the features that the authors highlighted into the following primary factors: firstly, motivation; secondly, personality; thirdly, aptitude; fourthly, intelligence; and finally, learner characteristics. In view of these, it is the aim of the present article to examine the motivation that underpins an individual's decision to learn a second language (L2). Both the literature and the existing theoretical frameworks indicate that a clear correlation exists between motivational types, on the one hand, and motivational factors, on the other. Motivation is often associated with dropping eventually when it is present in the form of sustained motivation (i.e., motivation that persists only for the length of the course), intrinsic motivation, or falling self-efficacy perceptions, while contrastingly, notable achievements typically arise from integrative motivation. The literature is explicit regarding the fact that motivation must be accompanied by a learner's active engagement, and in the context of L2 acquisition, the variables that affect the learning process-especially those which operate by means of impacting self-motivation-must be acknowledged (e.g., cross-cultural issues, the classroom's social environment). Noteworthily, while strategic approaches can be capitalised on by educators to promote learning motivation, punishments and excessive corrective measures adversely affect motivational levels. Context-specific issues should always be borne in mind throughout the process of L2 teaching and learning within the classroom.
Modern Language Journal, 2005
Language learning motivation is a complex, composite construct, and although past research has identified a number of its key components, the interrelationship of these components has often been subject to debate. Similarly, the exact contribution of the various motivational components to learning behaviors and learning achievement has also been interpreted in different ways. The purpose of this study is to use structural equation modeling to evaluate a proposed theoretical model concerning the internal structure of the second language (L2) motivation complex and its impact on motivated behavior. The basis of the analysis is survey data collected in Hungary from 8,593 pupils, 13 to 14 years old, on two occasions, in 1993 and in 1999. Our main finding is that integrativeness appears to be the single most important factor, subsuming or mediating the effects of all the other responses to questions asked. In light of this finding, we analyze what motivational content this core component might represent in various settings.
Integrative Motivation: Changes During a Year-Long Intermediate-Level Language Course
Language Learning, 2004
The socioeducational model of second language acquisition postulates that language learning is a dynamic process in which affective variable influence language achievement and achievement and experiences in language learning can influences some affective variables. Five classes of variable are emphasized: integrativeness, attitudes toward the learning situation, motivation, language anxiety, and instrumental orientation. The present study of a 1-year intermediate-level French course reveals that some affective characteristics are more