Measuring the Impact of Instruction in Intercultural Communication on Secondary Spanish Learners' Attitudes and Motivation

Abstract

Many scholars have argued that an intercultural approach to foreign language instruction best reflects the inherent interconnectedness of language and culture. However, abundant evidence of the effectiveness of such an approach is lacking, particularly at the secondary level. This two‐year curricular experiment, which took place in two public high schools in the United States, investigated the impact of explicit instruction in intercultural communication theories and direct participation in activities designed to promote intercultural competency on the attitudes and motivation of secondary learners of Spanish as a foreign language. Data for both the experimental and control groups showed that students' pretest attitudes toward the Spanish language and Spanish‐speaking cultures were generally positive. Comparisons of pre‐ and posttest scores showed that the treatment group showed a statistically significant increase in positive attitudes, including increases in both integrative and instrumental motivation, as well as more positive attitudes toward both European Spanish speakers and U.S. Hispanics. Results showed that, for one control group, students' attitudes did not change, and attitudes of students in the second control group became less positive over the period under consideration.

Motivation and Second Foreign Language Proficiency: The Mediating Role of Foreign Language Enjoyment

“…Independent variables, instrumental motivation and integrative motivation. Following Gardner's framework and measurement of motivational orientations [43,46] and based on interviews and expert advice, we produced six statements about Chinese English majors' motivation for learning a second foreign language, and respondents were asked how much they agreed or disagreed with each statement on a 5-point Likert scale: 1 = "strongly disagree", 2 = "disagree", 3 = "neither agree nor disagree", 4 = "agree", and 5 = "strongly agree". As discussed, some items are interrelated with one another.…”

“…Since its initial formulation Gardner's framework has been widely accepted and used in the literature [43][44][45]. In this model, instrumental motivation refers to the factor that drives people to achieve practical benefits, and integrative motivation is defined as the willingness to integrate into a particular language community [46]; in communities where the target language is not commonly used, this can be defined as the desire to associate with speakers of the target language out of interest in their language or culture [47].…”

The motivational dimension of language teaching

“…Two recent studies have tested this hypothesis in relation to MFL teaching in Anglophone countries. Acheson, Nelson & Luna (2015) report…”

The Burnout Spiral: The Emotion Labor of Five Rural U.S. Foreign Language Teachers

“…At the same time, numerous scholars have recently documented positive attitudes toward foreign language (FL) study in the United States, both among students and in the population in general. For example, Cochran, McCallum, and Bell () and Martin () at the university level and Acheson, Nelson, and Luna () at the high school level all found that FL students’ self–reported attitudes were mostly positive. Likewise, Rivers et al.…”

“…At the same time, numerous scholars have recently documented positive attitudes toward foreign language (FL) study in the United States, both among students and in the population in general. For example, Cochran, McCallum, and Bell (2010) and Martin (2009) at the university level and Acheson, Nelson, and Luna (2015) at the high school level all found that FL students' self-reported attitudes were mostly positive. Likewise, Rivers et al (2013) reported widespread grassroots support for the study of languages other than English: In a 2008 nationwide survey, 80% of adult respondents agreed or strongly agreed "that children in the United States should learn a second language fluently before they finish high school" (p. 333).…”