International orientation as predictor of EFL learning strategy use in adolescent students

Prejudice, Integrativeness, and Motivation to Learn a Second Language: A Mediation Analysis

“…(2012) found that International Posture was a direct predictor of Motivation to learn English in a sample of Iranian undergraduate students taking a general English course. International Posture is a construct that shares elements of Integrativeness (see Platsidou, Kantaridou, and Papadopoulou, 2017) but considers attitudes regarding learning English as an international language; it assesses interest in foreign affairs and international activities, a willingness to have intercultural friendships, an approach or avoidance tendency to outgroup members, and intercultural friendship orientation. Kormos and Csizér (2008) found International Posture (using a four-item scale assessing attitudes placed on learning English as an international language) predicted Motivation to learn English in three different samples (secondary students, university students, and adults) in Hungary.…”

“…Although Gardner’s (2010) model fits well in the Canadian context where French is taught as a second language and because it was developed in Canada under this cultural experience, the findings may not generalize to other cultures or other languages. Gardner’s (2010) Integrativeness construct also may best be suited to describe individuals learning a second language in order to communicate with a specific cultural group; researchers have suggested that its operationalization is not well suited for samples where students wish to learn a second language, such as English, to be able to communicate in an international environment instead of with a particular cultural group (Kormos & Csizér, 2008; Platsidou et al., 2017). Future research can examine the role of SDO and RWA in learning English as a foreign language rather than for communicating with a specific cultural group.…”

Unveiling the Diverse Language Learning Strategy of Indonesian Efl Twins: a Case Study

“…Their individual learning (Redjeki & Hapsari, 2022), and environmental influences, such as those from one's parents or peers, can also have an impact on a student's success in learning a second language (Gardner, 1985;Masgoret & Gardner, 2003). Societal standards have an impact on students' motivation because they permeate all levels of society, from the home to the classroom to the media (Platsidou et al, 2017). Participation in culturally, linguistically, and historically constructed settings like family dynamics and social circle contact, as well as cultural environment like school, are considered to fundamentally mediate mental features in accordance with the sociocultural paradigm (VanPatten et al, 2020).…”

Κριτήρια Επιλογής Δεύτερης Ξένης Γλώσσας Στην Πρωτοβάθμια Και Δευτεροβάθμια Εκπαίδευση

“…Στην περίπτωση της ξένης γλώσσας, πάλι, διαφοροποιείται, εάν πρόκειται για την αγγλική γλώσσα ή εάν πρόκειται για μία Γ4. Η αγγλική γλώσσα καθιερώθηκε ως η διεθνής γλώσσα επικοινωνίας (lingua franca) και για την εκμάθησή της, καθοριστικό ρόλο ως κίνητρο έχει η «διεθνής στάση» (Yashima, 2009), o «διεθνής προσανατολισμός» (Platsidou, Kantaridou & Papadopoulou, 2017), δεδομένου ότι, όπως τονίστηκε από τους Widdowson (1994Widdowson ( , 1997 (Dörnyei, 2003, σ. 4.…”