Motivation in a French L2 context: Teacher motivational practices and student attitudes in relation to proficiency

Adhering to Dörnyei's Extended Motivational Framework, this study investigates the motivation of a fully representative sample of 1650 Grade 8 students learning French in Flanders. It also considers their teachers motivational practices, and multilevel regression analyses identify correlations...

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Bibliographic Details
Published in:Vigo international journal of applied linguistics 2016-01 (13), p.93
Main Authors: Denies, Katrijn, Magnus, Ilse, Desmet, Piet, Gielen, Sarah, Heyvaert, Liesbet, Janssen, Rianne
Format: Article
Language:English
Subjects:
French as a second language instruction
French as a second language learning
Language proficiency
Middle school students
Motivation
Student attitudes
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Summary:Adhering to Dörnyei's Extended Motivational Framework, this study investigates the motivation of a fully representative sample of 1650 Grade 8 students learning French in Flanders. It also considers their teachers motivational practices, and multilevel regression analyses identify correlations with the students standardized listening, reading and writing scores. The students motivation appears to be in uenced by a national as well as a global identity. As Belgian citizens, the students have high levels of instrumental motivation related to finding a job, and they want to be good at French given the proximity of a French-speaking community. Both characteristics are positively related to pro ciency. As a world citizen, however, the students prefer everything English. Enjoyment of French media also correlates with French pro ciency, but in that respect, many students score low.
ISSN:1697-0381