Attitudes and Motivation in Second-Language Learning

Allen, Edward D.; Gardner, R. C.; Lambert, Wallace E.

doi:10.2307/339475

Cited by 69 publications

(109 citation statements)

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“…Р. Гарднер визначає два види мотиваційної спрямованості вивчення іноземної мови: інструментальну мотивацію, пов'язану з практичною причиною вивчення іноземної мови та інтегративну мотивацію, пов'язану з інтересом до культури мови тієї країни, мова якої вивчається та бажанням спілкуватися з людьми, розмовляючи з ними іноземною мовою [8].…”

Section: Research Of Non-linguistic Motivation Of Students In Teachin...unclassified

Дослідження Мотивації Студентів Немовних Спеціальностей Щодо Вивчення Іноземних Мов

Романова¹

2023

ВНО

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Section: Research Of Non-linguistic Motivation Of Students In Teachin...unclassified

Дослідження Мотивації Студентів Немовних Спеціальностей Щодо Вивчення Іноземних Мов

Романова¹

2023

ВНО

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“…In the field of L2 education, the most recognized theory to date used to explain and predict the motivation of L2 learners has been the dichotomy of integrative and instrumental motivation. Gardner and Lambert (1972) contrasted integrative motivation (defined as a learner's "sincere personal interest in the people and culture represented by the other group" [p. 132]) with instrumental motivation, reflecting more practical reasoning for additional language learning (e.g., increased salary, better job, promotion, admission to university). More recently, the reconceptualization of English as a global language has broadened the once static external reference group underpinning the traditional conceptualization of integrative motivation to include an expanding global community of English language users.…”

Section: Student Motivation In Cfmentioning

confidence: 99%

“…For example, the potential for enhanced job opportunities has also been isolated as a strong motive for continuing CF (Desgroseilliers, 2012;Mady, 2012;Massey, 1994). In addition, attributing an intention to continue CF to a desire to communicate with speakers of the target language is a core feature of integrative motivation (Gardner & Lambert, 1972;Gardner & Smythe, 1981;Dörnyei, 2005Dörnyei, , 2009, which has been linked to student motivation for learning FSL (e.g., Mady, 2010Mady, , 2015.…”

Section: Factors Influencing Student Motivation and Attrition From Cfmentioning

confidence: 99%

Giving Voice to Our Core French Students: Implications for Attrition and the Discourse on the Benefits of Learning FSL in Ontario

Arnott

2020

mje

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This article explores student motivation to learn French as a second language (FSL) in school. Ontario Grade 9 students (N = 63) were surveyed on their intention to (dis)continue studying French in the Core French (CF) program in Grade 10 when FSL becomes optional. Survey participants shared their reasoning, and a subset (n = 7) took part in a focus group. Although motivating factors to (dis)continue in CF align with previous studies, participants openly contemplated the relevance of these factors to their lives. In response, this article explores the discourse on the benefits of learning French and debates its applicability to adolescent FSL learners. The implications for efforts to address CF attrition and promote FSL learning are also discussed.

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“…In terms of achieving language skills, Gardner (Allen, Gardner, & Lambert, 1974) divides motivation into integrative motivation and instrumental motivation. Integrative motivation is the desire to learn a language because someone wants to enter the culture of the language he is learning.…”

Section: Motivation In Language Learningmentioning

confidence: 99%

Supervising Teachers’ Insight in Developing Motivation and Confidence of Pre-Service English Teachers During Teaching Practicum

Indrawati¹,

Musyarofah²

2019

KJMP

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Pre-Service English Teachers (PSTs) of Tarbiyah Fakulty of IAIN Syaikh Abdurrahman Siddik Bangka Belitung do their teaching practicum at high schools. Their supervising teachers play important role in evaluating, couching and mentoring them. In order to develop PSTs motivation and confidence during teaching and learning process, this study was conducted. Some supervising teachers from some high schools in Bangka regency and Pangkalpinang were interviewed. And the findings showed that PSTs should learn more about lesson planning, classroom management, and speaking skills. The result of the interviewed also gave a brief explanation about some subjects and courses that must be equipped by PSTs before they have their teaching practicum at schools.

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Attitudes and Motivation in Second-Language Learning

Cited by 69 publications

References 0 publications

Дослідження Мотивації Студентів Немовних Спеціальностей Щодо Вивчення Іноземних Мов

Дослідження Мотивації Студентів Немовних Спеціальностей Щодо Вивчення Іноземних Мов

Giving Voice to Our Core French Students: Implications for Attrition and the Discourse on the Benefits of Learning FSL in Ontario

Supervising Teachers’ Insight in Developing Motivation and Confidence of Pre-Service English Teachers During Teaching Practicum

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