Échelles d'attitudes et de motivations reliées à l'apprentissage de l'anglais, langue seconde

Clement, Roland C.; Smythe, P. C.; Gardner, R. C.

doi:10.3138/cmlr.33.1.5

Cited by 13 publications

(7 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The present results parellel closely those obtained by Clement, Gardner, and Smythe (1977b) and Clement, Major, Gardner, and Smythe (1977), and support previous research indicating that achievement in the second language is related to both motivation (Variable 10) and ability (Gardner, 1979;Gardner & Lambert, 1959, 1972Gardner & Santos, Note 1;Smythe et al, 1972). The index of motivation, Motivational Intensity, as well as the frequency of use of English outside the classroom were related to two factors, the Integrative Motive and Self-confidence with English.…”

Section: Discussionsupporting

confidence: 92%

“…Variable 1 (Sex) was coded 1 for boys and 2 for girls. Variables 2 to 16 are described in Clement, Smythe, and Gardner (1976) and Clement, Gardner, and Smythe (1977b). The measures for variables 17 to 24 were designed or modified specifically for this study.…”

Section: Methodsmentioning

confidence: 99%

“…No attempt was made to relate these social factors to the individual's effort to learn the language or actual competence in it, or to partial out the effect of language aptitude. The bulk of the research and theorizing in the area of second language acquisition is integrated, however, within an individual processes model (see Gardner, 1979) which includes linguistic competence and language aptitude. If, indeed, the social factors studied by Taylor et al (1977) do have an impact on second language competence, it should be important to trace their relationship to the individual processes postulated in the past.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Social and individual factors in second language acquisition.

Clement

Gardner²,

Smythe³

1980

Canadian Journal of Behavioural Science / Revue canadienne des

Self Cite

119

View full text Add to dashboard Cite

This study was conducted to investigate the effects of social factors on motivational aspects of second language acquistion. Indices of attitude, anxiety, motivation, personal contact with anglophones, fear of assimilation, intelligence, and achievement were obtained from 223 grade 11 francophone students from Montreal. Results of a factor analysis of the data suggested that self-confidence with English develops through the individual's opportunity for contact with members of the second language community. Furthermore, fear of assimilation was found to be negatively related to the Integrative Motive factor. A possible dynamic relationship between the integrative motive and self-confidence is suggested, and the implications of the influence of threat to ethnic identity are discussed.Considerable research has demonstrated a relationship between motivation to learn a second language and attitudes toward the second language community (e.g., Gardner & Lambert, 1972; Gardner & Santos, Note 1; Gardner & Smythe, Note 2; Lukmani, 1972; Smythe, Stennett, & Feenstra, 1972). This attitude-motivation cluster, referred to as an "integrative motive," has been a recurrent dimension in various factor analytic studies concerned with motivation in second language acquisition. This motive has been associated with persistence in second language study (e.g., Gardner & Smythe, Note 2), with reported frequency of use of French in an interethnic contact situation (Clement, Gardner, & Smythe, 1977a; Desrochers & Gardner, Note 3), with student participation in French classroom activities (Gliksman & Gardner, Note 4), and with achievement in the second language (e.g., Gardner & Lambert, 1972).Most of the research described above involved anglophones learning French as a second langauge. Only two studies have examined the factor structure of indices of attitude, motivation, intelligence, and achievement in English by francophones. Clement, Gardner, and Smythe (1977b) collected data from grade 10 and 11 francophone students from Montreal. Factor analyses of these data supported the conclusion that achievement was a function of both aptitude and motivation. Measures of motivation, This research was supported by a grant from the Language Administration Branch of the Office of the Secretary of State of Canada under its program to encourage language research in Canada. The authors are grateful to the school principals and the coordinators of the Montreal Catholic School Commission for facilitating access to their students.

show abstract

Section: Discussionsupporting

confidence: 92%

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Social and individual factors in second language acquisition.

Clement

Gardner²,

Smythe³

1980

Canadian Journal of Behavioural Science / Revue canadienne des

Self Cite

119

View full text Add to dashboard Cite

show abstract

“…As Kruidenier and Clément (1986) reported, this version was translated into French in order to guarantee a greater comprehension of the questions and more spontaneous responses. It contained 37 items representing reasons for studying an L2 (Clément & Kruidenier, 1983;Kruidenier & Clément, 1986) followed by 20 items meant to assess motivational intensity and desire to learn a second language (Clément & Kruidenier, 1983;Clément, Smythe, & Gardner, 1976;Gardner, 1985;Gardner & Lambert, 1972;Kruidenier & Clément, 1986). Our adaptation consisted in modifying the presentation form.…”

Section: Instrument and Proceduresmentioning

confidence: 99%

Orientations and Motivation in the Acquisition of English as a Second Language Among High School Students in Quebec City

Belmechri

Hummel

1998

Language Learning

View full text Add to dashboard Cite

We investigated the emergence of orientations and their relation to motivation in a predominantly monolingual context. In this context (Quebec City), a previous study (Kruidenier & Clément, 1986) revealed that students' orientations toward learning English as a second language (ESL) were: friendship, travel, prestige, and knowledge/ respect. The present study's participants consisted of 93 francophone Grade 11 high school students learning ESL. We used an adapted form of Kruidenier and Clément's Likerttype scale questionnaire. We ran factor analyses and a multiple regression analysis on the data. Results indicated that students' orientations were: travel, understanding/ school (instrumental), friendship, understanding, and career (instrumental); they also demonstrated that orientations were predictors of their motivation. However, the absence of an integrative orientation here does not justify its exclusion in the assessment of motivation, because it could emerge in other contexts.

show abstract

“…A total of 38 variables was investigated in this study. Variables 2-32 are derived from the subtests of the Clement, Smythe, and Gardner (1976) battery. A description of the variables follows.…”

Section: Variablesmentioning

confidence: 99%

Motivational variables in second language acquisition: A study of Francophones learning English.

Clement

Gardner²,

Smythe³

1977

Canadian Journal of Behavioural Science / Revue canadienne des

156

View full text Add to dashboard Cite

The present study was conducted to assess the motivational characteristics of francophones learning English as a second language. A total of 304 grade 10 and 11 Montreal francophone students responded to a number of attitude and motivation scales. The correlations among these scales were factor analyzed together with indices of intelligence, and achievement in French, Mathematics, and English. The results tend to support the generalization that an individual's motivation to learn a second language is dependent upon favourable attitudes towards the second language community (i.e., an integrative motive). However, while the individual's intention to continue studying English is related to an integrative motive, his actual competence in the second language seems to be more closely related to a dimension of motivation which is best described as self-confidence derived from prior experience with the language.

show abstract

Échelles d'attitudes et de motivations reliées à l'apprentissage de l'anglais, langue seconde

Abstract: health sciences, history THE CANADIAN HISTORICAL REVIEW utpjournals.press/chr Offering a comprehensive analysis on the events that have shaped Canada, CHR publishes articles that examine Canadian history from both a multicultural and multidisciplinary perspective.

Cited by 13 publications

References 0 publications

Social and individual factors in second language acquisition.

Social and individual factors in second language acquisition.

Orientations and Motivation in the Acquisition of English as a Second Language Among High School Students in Quebec City

Motivational variables in second language acquisition: A study of Francophones learning English.

Contact Info

Product

Resources

About