Expanding the Motivation Construct in Language Learning

Tremblay, Paul F.; Gardner, R. C.

doi:10.2307/330002

Cited by 162 publications

(193 citation statements)

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“…Paying attention results in more noticing, and motivated learners may also try harder and more persistently to understand the significance of noticed language, achieving higher levels of awareness and enhanced learning as a result. Tremblay and Gardner (1995), arguing that models of motivation can be improved by the identification of mediators that explain why one variable effects another, propose that three motivational behaviors mediate between distant factors such as language attitudes and motivation and achievement: effort, persistence, and attention. Other studies (e.g.…”

Section: Individual Differences In Noticing and Awarenessmentioning

confidence: 99%

Chapter 2. Attention, awareness, and individual differences in language learning

Schmidt¹

2012

Perspectives on Individual Characteristics and Foreign Language Education

270

272

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Section: Individual Differences In Noticing and Awarenessmentioning

confidence: 99%

Chapter 2. Attention, awareness, and individual differences in language learning

Schmidt¹

2012

Perspectives on Individual Characteristics and Foreign Language Education

270

272

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“…Perhaps because of this conceptual impasse, there has recently been much discussion about the nature of language learning motivation (e.g., Dörnyei, 1994aDörnyei, , 1994bGardner & Tremblay, 1994;Oxford, 1994;Oxford & Shearin, 1994), and a shift among some L2 scholars to consider alternative motivational models (e.g., Brown, 1990Brown, , 1994Clément et al, 1994;Crooks & Schmidt, 1991;Dörnyei, 1990;Tremblay & Gardner, 1995;Wen, 1997). These models are not meant to replace the integrative-instrumental distinction, but rather to complement it (Oxford, 1996).…”

Section: Orientations: the Basis Of Language Learning Motivationmentioning

confidence: 99%

Why Are You Learning a Second Language? Motivational Orientations and Self‐Determination Theory

Noels¹,

Pelletier²,

Clement³

et al. 2003

Language Learning

275

310

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33taking from Luc Pelletier. When I began graduate school, Luc also started at the University of Ottawa as a new faculty member, and he taught a course in motivation. I had worked with Richard Clément for a couple of years already as an honors student and as a research assistant and had conducted research on orientations and motivation under his supervision as part of my honors thesis project. Luc was very interested in self-determination theory (SDT) and had worked with Bob Vallerand on an instrument to assess academic motivation from this perspective. Luc and I decided to carry out a study on language learning orientations using SDT and enlisted Richard's and Bob's involvement in the project. As a bilingual institution where all students were required to demonstrate competence in their second language (L2), whether French or English, the University of Ottawa was an ideal setting for this type of research.The project was a first examination of SDT in the language learning context, and to the best of my knowledge it was the only, or at least one of the very few, empirical investigations of intrinsic and extrinsic motivation in the area. It involved the development of a valid and reliable instrument to assess the different subtypes of intrinsic and extrinsic motivation. It also explored the link between these motivational subtypes and various orientations to language learning that had been identified by Clément and Kruidenier (1983), including the travel, friendship, knowledge, and instrumental orientations. The results showed that the instrumental orientation and the SDT external regulation orientation were strongly correlated, and that the travel, friendship, and knowledge orientations were quite highly intercorrelated with identified regulation and intrinsic motivation. Moreover, the instrumental and external regulation orientation scales correlated in similar ways with the hypothesized antecedents of perceived autonomy and competence and the hypothesized consequences of intention to pursue L2 study and anxiety. In addition, the travel, friendship, and knowledge orientations were correlated with the hypothesized antecedents and 34Motivational Orientations and Self-Determination consequences in a manner similar to intrinsic motivation and identified regulation. These results suggested that Clément and Kruidenier's 4 orientations may be tapping a similar construct as the SDT orientations. My only regret with this study is that I did not include a scale to measure the integrative orientation (Gardner, 1985) to determine its relation with the SDT subtypes. This issue would have to wait until a later study to be addressed.

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“…Self-efficacy dil'fers from self-concept because the latter is assumed to be influenced by reflected appraisals from significant others and both social (external) and internal comparisons (Marsh, 1986(Marsh, , 1987Neemann & Harter, 1986;Rosenberg, 1979;Trent, Cooney, Russel, & Warton, 1996). Self-efficacy also differs from self-confidence because the latter includes an affective component (Tremblay & Gardner, 1995).…”

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confidence: 99%

Role of Study Skills in Graduate-Level Educational Research Courses

Onwuegbuzie

Slate

Schwartz

2001

The Journal of Educational Research

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Graduate students' predominant study skill strengths and weaknesses were examined, as well as the relationship between specific study skills and achievement in a research methodology course. Graduate students (N = 122) from various education disciplines who were enrolled in 3 sections of an educational research course at a southeast university were administered the Study Habits Inventory (Jones & Slate, 1992). Students responded appropriately to 57.8% of the statements measuring study skills. Although that proportion was significantly higher than that found for undergraduate students in previous studies, graduate students could benefit from study skills training. Study skill weaknesses were identifled in the areas of note taking and reading skills. Regression and discriminant analyses led to the identification of specific study behaviors that discriminated higher and lower levels of course achievement. Implications for intervention programs are discussed.

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Expanding the Motivation Construct in Language Learning

Cited by 162 publications

References 0 publications

Chapter 2. Attention, awareness, and individual differences in language learning

Chapter 2. Attention, awareness, and individual differences in language learning

Why Are You Learning a Second Language? Motivational Orientations and Self‐Determination Theory

Role of Study Skills in Graduate-Level Educational Research Courses

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