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

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 empha...

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Bibliographic Details
Published in:Language learning 2004-03, Vol.54 (1), p.1-34
Main Authors: Gardner, R. C., Masgoret, A.-M., Tennant, J., Mihic, L.
Format: Article
Language:English
Subjects:
Academic Achievement
Affective Measures
Anxiety
French
Linguistics
Psycholinguistics
Second Language Learning
Social psychology of language
Student Attitudes
Student Motivation
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Summary: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 amenable to change than others, and that patterns of change over time are moderated by achievement in the course. Related findings demonstrate very few differences on the affective measures from one class section to another, and that day‐to‐day levels of state motivation are largely invariant, whereas state anxiety might be influenced by environmental events.
ISSN:0023-8333
1467-9922
DOI:10.1111/j.1467-9922.2004.00247.x