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

Abstract

The role of prejudice in second-language acquisition has received little attention but may be related to an individual’s motivation to learn another language. For instance, learners who express high Social Dominance Orientation or Right-Wing Authoritarianism, constructs reflective of prejudice and worldviews that endorse hostility towards or fear of outgroup members, may be less motivated to learn a second language. Moreover, increased Social Dominance Orientation and/or Right-Wing Authoritarianism scores may be associated with reduced motivation to learn a second language due to the impact of prejudice on Integrativeness, which is the extent to which a person has an interest in learning a second language and in interacting with members who speak that second language. The current study sought to test these associations with a sample of 110 college participants learning French as a second language in a bilingual institution. Integrativeness was found to fully mediate the relations between Social Dominance Orientation, Right-Wing Authoritarianism, and Motivation to learn a second language. Results suggest the importance of examining the role of prejudice in second-language acquisition.

Overview Motivasi Belajar Pendidikan Agama Islam: Analisis Menggunakan Bibliometrik

“…Fretian et al, (2020) mengatakan motivasi memiliki hubungan yang signifikan dengan literasi kesehatan anak, motivasi sangat umum untuk mempelajari hal-hal baru tentang kesehatan dan lingkungan yang mendorong perilaku sehat dapat menjadi faktor penting dalam meningkatkan literasi kesehatan anak. Motivasi harus mucul dari individu, semangat atau tidaknya, permusuhan atau ketakutan semuanya tergantung dari dirinya sendiri, seperti berprasangka dalam Bahasa lain yang tidak dimengerti (Nicol & De France, 2020). Banyak cara meningkatkan motivasi terutama dala hal belajar, seperti penggunaan permainan didaktik berbasis lab pada siswa kelas V IPA (Hugerat et al, 2020).…”

Effect of economic, social and cultural status of students on English language learning and territorial differences

“…In this perspective, Integrativeness could reflect the willingness to engage with members of another lingo culture. Nicol and De France (2020) highlighted how the main indicators of prejudice (social dominance orientation; right-wing authoritarianism) are negatively correlated to Integrativeness, suggesting deeply examining the role of prejudice in the acquisition of a second language. According to the authors, it may be beneficial to promote successful learning of a second language to develop intercultural skills and encourage acceptance and tolerance.…”

General principles governing the amount of neuroanatomical overlap between languages in bilinguals

“…We introduce the term “secondary modifiers” to describe non-linguistic factors that can impact L2 attainment ( Benjamin et al, 2018 ; Ibrahim, 2020 ; Masgoret and Gardner, 2003 ; Michel et al, 2019 ; Nicol and De France, 2020 ). We propose the division of indirect modifiers into those that are internal and those that are external.…”

“…1 . The internal modifiers include (but may not be limited to) factors such as metalinguistic awareness, motivation, attitude, personality, aptitude, prejudice, emotions (i.e., positive L2 enjoyment), memory, and attention ( Ibrahim, 2020 ; Masgoret and Gardner, 2003 ; Michel et al, 2019 ; Nicol and De France, 2020 ; Dziubalska-Kołaczyk and Wrembel, in press ). We will call these modifiers mental and metalinguistic modifiers.…”

“…Yet, the internal modifiers indirectly modulate the amount of neuroanatomical overlap between L1 and L2 because they may affect L2 attainment. In particular, they can influence: (1) proficiency (e.g., good attention and memory abilities can lead to higher L2 proficiency, but when these abilities are poor, L2 proficiency could be lower; see Michel et al, 2019 ), (2) the amount of exposure (e.g., a negative attitude toward L2 could result in a smaller amount of time that an individual is willing to devote to learn L2) ( Ibrahim, 2020 ; Masgoret and Gardner, 2003 ; Michel et al, 2019 ; Nicol and De France, 2020 ). The impact of the internal modifiers on the two primary modifiers is depicted in Fig.…”