Attitudes, Motivation, and Second Language Learning: A Meta‐Analysis of Studies Conducted by Gardner and Associates

Masgoret, Anne-Marie; Gardner, R. C.

doi:10.1111/1467-9922.00227

Cited by 328 publications

(214 citation statements)

References 42 publications

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“…Gardner (1985), one of the pioneers who proposed motivation theory, defined motivation as "the combination of effort plus desire to achieve the goal of learning the language plus favorable attitudes toward learning the language" (p. 10). He and his colleagues conducted a great deal of research on language learning motivation within a framework of a socio-educational model (Gardner & Lambert, 1959;Gardner, 1985Gardner, , 1988Gardner & MacIntyre, 1991, 1993Masgoret & Gardner, 2003). In this model, there are two major motivation orientations for language learning: integrative and instrumental.…”

Section: Motivation In Language Learningmentioning

confidence: 99%

A Comparative Study of Foreign Language Anxiety and Motivation of Academic- and Vocational-Track High School Students

Liu¹,

Chen²

2015

ELT

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This study aimed to investigate EFL learner language anxiety and learning motivation of high school students. Subjects included 155 students from the same private senior high school in central Taiwan, 60 in academic track and 95 in vocational track. The majority of the participants started taking English lessons either before entering elementary school or during the first two years in elementary school. Statistical methods were conducted to investigate 1) whether learner motivation and language anxiety significantly vary between academic-and vocation-track high school students, 2) whether both academic-and vocational-track high school students feel an above-average level of language anxiety, and 3) whether there is a significant relationship between language anxiety and motivation among the EFL high school students. The findings of the study revealed that first, both groups of students felt moderate levels of language anxiety; there were no significant differences in anxiety level between the two groups of students. Second, students in the academic-track were also found to have higher extrinsic motivation and overall learning motivation than their vocational-track counterparts. Furthermore, a significant negative relationship was identified between the two important affective variables, motivation and anxiety. Important pedagogical implications for English teachers were discussed in the study.

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Section: Motivation In Language Learningmentioning

confidence: 99%

A Comparative Study of Foreign Language Anxiety and Motivation of Academic- and Vocational-Track High School Students

Liu¹,

Chen²

2015

ELT

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“…Dornyei (2001) believes in motivation as one of the most difficult matters in classes. Masgoret and Gardner (2003) suggest the factors that affect students' motivation. First of all L2 learners should be able to be aware of www.ccsenet.org/elt English Language Teaching Vol.…”

Section: Introductionmentioning

confidence: 99%

Effects of Dicto-Comp and Dictation on the Writing Skill of Female Adult Iranian EFL Learners

Adel¹,

Hashemian²

2015

ELT

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This study was an attempt to clarify and remind L2 learners/teachers of 2 kinds of writing: dicto-comp and dictation. We explored the effect of controlled writing on the accuracy of the writing of adult Iranian EFL learners. Prior to the study, the homogeneity of 30 adult EFL learners was checked through an OPT test. Thirty participants were assigned to 210 one-hour sessions: Group A via dicto-comp and Group B via dictation. Following this practice, the participants in both groups were asked to write texts as the posttest about similar topics to the one of the pretest. Results indicated that the participants working in the dictation wrote more accurately than those who wrote in dicto-comp format; however, but both dictation and dicto-comp had positive effects on the writing of the participants.

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“…Concerning motivation in the second language acquisition, there is a strong correlation between motivation and language learning (Masgoret & Gardner, 2003). According to Dörnyei (2009, p. 217) the initial motivation to learn a language does not come from internally or externally generated self-images but rather from successful engagement with the actual language learning process.…”

Section: Amcomentioning

confidence: 99%

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Cifuentes¹

2017

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Gender-based violence cannot be overcome without wide social support for the victims, which is dramatically limited by the violence against those who take an active stand in favor of survivors. The struggle against sexual violence requires simultaneous actions to protect both the direct victims of sexual harassment and the victims of second order sexual harassment -SOSH. Although SOSH was first defined in 1990 (Dziech & Weiner, 1990) there has been a lack a research on the issue, despite its social and scientific importance. The objective of this article is two-fold: a) to provide a concept of SOSH that facilitates the present developments for science and society by identifying specific situations of persons and those with whom they work who have suffered from SOSH; and b) to disclose the main contributions under these situations from the perspective of several social frameworks including the legal system, university, citizenship, media and politics. Using a qualitative methodology, we conclude by highlighting the need to develop the joint actions of society as a whole to identify and legislate SOSH while empowering survivors and those who support them in an attempt to eradicate gender-based violence. Keywords ResumenLa violencia de género no puede ser superada sin un amplio apoyo social a las víctimas, que está dramáticamente limitado por la violencia contra quienes toman una postura activa en favor de los sobrevivientes. La lucha contra la violencia de género requiere acciones para proteger tanto a las víctimas directas de acoso sexual como a las víctimas de acoso sexual de segundo orden -SOSH-. Aunque la primera definición de SOSH viene de 1990(Dziech & Weiner, 1990, ha habido una falta de investigación sobre el tema, a pesar de su importancia social y científica. El objetivo de este artículo es doble: a) proporcionar un concepto de SOSH útil para presentar los avances de la ciencia y la sociedad, a través de la identificación de situaciones específicas de las personas y aquellos con quienes trabajan y han sufrido SOSH; B) revelar las principales aportaciones para hacer frente a estas situaciones a través de diversos aspectos en los ámbitos jurídico, universitario, ciudadano, mediático y político. Utilizando una metodología cualitativa concluimos destacando la necesidad de desarrollar acciones conjuntas de toda la sociedad para identificar y legislar el SOSH, al tiempo que empoderar a los supervivientes y a quienes los apoyan, en un intento de erradicar la violencia de género. (United Nations, 2013). Furthermore, considering the gender violence that is suffered by young people in sporadic relationships (Shorey et al., 2012), the data are frightening. There is widespread agreement that this is a violation of human rights as well as a major scourge of society. To combat this enormous problem, the article raises the concept of Second Order Sexual Harassment -SOSH -because this pitfall cannot be overcome without social support for the victims.We define SOSH as physical and/or psychological violence agai...

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Attitudes, Motivation, and Second Language Learning: A Meta‐Analysis of Studies Conducted by Gardner and Associates

Cited by 328 publications

References 42 publications

A Comparative Study of Foreign Language Anxiety and Motivation of Academic- and Vocational-Track High School Students

A Comparative Study of Foreign Language Anxiety and Motivation of Academic- and Vocational-Track High School Students

Effects of Dicto-Comp and Dictation on the Writing Skill of Female Adult Iranian EFL Learners

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