Integrative Motivation: Changes During a Year‐Long Intermediate‐Level Language Course

Abstract

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

Crossnation Differences in Attitudes of Secondary English Learners

“…Those attitudes are possibly born from positive experiences with the language and the other language group. This probably promoted self-confidence with the language and the desire to be part of the culture that speaks the language (Gardner, Masgoret, Tennant and Mihic, 2004). These participants may have experienced an integrative motivation when learning English.…”

What Motivate Sudanese Students to Learn English as a Foreign Language?

“…In language learning, motivation exerts a significant impact (Gardner, 1985;Gardner, Masgoret, Tennant, & Mihic, 2004;Guthrie & Wigfield, 2000;Lightbown & Spada, 1993). A large continuum of theories covers the many variables that affect student motivation in the second language (L2) classroom.…”

“…In this regard, many studies have examined learners' motivation and its relationship to their academic achievement. These studies have focused on a number of factors, including intrinsic value, extrinsic value, values for achievement, self-efficacy, self-schema, prior knowledge, cultural background, and socio-economic status (Bandura & Locke, 2003;Eccles & Wigfield, 2002;Ruddell & Unrau, 1997/2004Wigfield & Eccles, 2000). However, few EFL studies seem to have addressed the impact of motivation and gender on students' motivations; further, hardly any studies seem to have examined the conjoint effect of said issues.…”

“…Other experimental studies examine the English Language Learners' (ELLs) motivational beliefs, values, and goals while reviewing recent research and focusing on the theories of developmental and educational psychology (Eccles & Wigfield, 2002). Some studies believe it is favorable to examine the learners' motivation in relation to comprehension (Lincolin & Rademacher, 2006; Ruddell & Unrau, 1997/2004). …”

Examination of Relationships between Factors Affecting on Oral Participation of ELT Students and Language Development: A Structural Equation Modeling Approach

“…Academic success in a foreign language classroom is largely dependent on OP in the class. Motivating students to participate orally is a struggle for many foreign language teachers (Gardner, Masgoret, Tennant, & Mihic, 2004). the students' perspectives are a particularly important variable that affects oral participation, a vital element in academic achievement (Consolo, 2006) or the same teacher-learner interaction (TLI) (Tuan & Nhu, 2010;Stewart, 2007), the students' English proficiency (EF), differences in values of social-cultural and training performances between two cultures and socio-cultural factors (SO-CUF) increase the learning opportunities in a second language learning environment (Anton, 1999;Mitchell & Myles, 2004;Lantolf, 2006), students differences together with teaching space were correlated, and each factor separately and together affected the students' OP in class discussions and students skilled in daily life, gives worthwhile viewpoints into understanding the mutual between students (Nomnian, 2007).…”