PL EN


2012 | 16 | 1 | 53-65
Article title

Polish Secondary School Students Learning German: Motivation, Orientations and Attitudes

Authors
Title variants
Languages of publication
EN
Abstracts
EN
The study investigates the German language learning motivations of Polish secondary school students. Questionnaire data were collected from 100 students aged 16-18 years. Using the AMOS 18 package, structural equation modeling was run to analyze how language learning goals, attitudes, self-related beliefs, and parental encouragement interact in shaping motivated learning behavior. The results of this study reveal that the important factor which exerts the most influence on motivated learning behavior is an integrative attitude, i.e. openness to and interest in the community using the language, as well as the culture, customs and international status. Another important factor in this model is parental encouragement, as it affects the German language community, learning and instrumental values.
Publisher
Year
Volume
16
Issue
1
Pages
53-65
Physical description
Dates
published
2012-01-01
online
2012-07-02
Contributors
  • University of Warsaw
References
  • Blühdorn, H. (2001). Lehren und Lernen von Fremdsprachen am Anfang des dritten Jahrtausends - wohin geht der Weg? Retrieved 5.06.2010 from:
  • Byrne, B.M. (1998). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Chambers, G.N. (1999). Motivating language learners. Clevedon: Multilingual Matters.
  • Crookes, G. & Schmidt, R. (1991). Motivation: Reopening the research agenda. Language Learning, 41, 469-512.[Crossref]
  • Csizér, K. & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89, 19-36.[Crossref]
  • Deci, E.L. & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
  • Deci, E.L. & Ryan, R.M. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.[PubMed]
  • Deci, E.L. & Ryan, R.M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 4 (3), 182-185.[WoS]
  • Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 78, 117-135
  • Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. In Z. Dörnyei (Ed.), Attitudes, orientations, and motivations in language learning (pp. 3-32). Oxford: Blackwell.
  • Dörnyei, Z. (2005). The psychology of the language learner individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Dörnyei, Z. (2009). The L2 Motivational Self System. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 Self (pp. 9-42). Bristol: Multilingual Matters.
  • Dörnyei, Z. (2010). Researching motivation: From integrativeness to the ideal L2 self. In S. Hunston & D. Oakey (Eds.), Introducing applied linguistics: Concepts and skills (pp. 74-83). London: Routledge.
  • Dornyei, Z. & Clement, R. (2001). Motivational characteristics of learning different target languages: Results of a nationwide survey. In Z. Dornyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 399-432). Honolulu, HI: University of Hawaii Press.
  • Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalization: A Hungarian perspective. Clevedon: Multilingual Matters.
  • Gardner, R.C. (1985). Social psychology and second-language learning: The role of attitudes and motivation. London: Arnold.
  • Gardner, R.C. (2001). Integrative motivation and second language acquisition. In Z. Dornyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 1-20). Honolulu, HI: University of Hawaii Press.
  • Gardner, R.C. (2004). Attitude/Motivation Test Battery: International AMTB research project. Retrieved 5.06.2010 from:
  • Gardner, R.C. (2006). The socio-educational model of second language acquisition: A research paradigm. In S.H. Foster-Cohen, M. Medved Krajnović, & J. Mihaljević Djigunović (Eds.), EUROSLA Yearbook. Volume 6 (pp. 237-260). Amsterdam, The Netherlands: John Benjamins Publishing.
  • Gardner, R.C. (2007). Motivation and second language acquisition. Porta Linguarum, 8, 9-20.
  • Gardner, R.C. (2010). Motivation and second language acquisition. The socio-educational model. New York: Peter Lang.
  • Gardner, R.C. & Tremblay, P.F. (1994). On motivation, research agendas, and theoretical frameworks. The Modern Language Journal, 78, 359-368.
  • Gardner, R.C., Masgoret, A.-M., & Tremblay, P.F. (1999). Home background characteristics and second language learning. Journal of Language and Social Psychology, 18, 419-437.[Crossref]
  • Glück, H. (2002). Deutsch als Fremdsprache in Europa vom Mittelalter bis zur Barockzeit. Berlin: de Gruyter.
  • Konarski, R. (2009). Modele równań strukturalnych. Teoria i praktyka (Structural equation models. Theory and practice). Warszawa: PWN.
  • Kunnan, A.J. (1998). An introduction to structural equation modelling for language assessment research. Language Testing, 15 (3), 295-332.
  • Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32, 3-19.
  • MacIntyre, P.D., Baker, S.C., Clément, R., & Donovan, L.A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 52 (3), 537-564.[Crossref]
  • MacIntyre, P.D., Clément, R., Dörnyei, Z., & Noels, K.A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82, 545-562.[Crossref]
  • Maier, I. (2006). Eyn kurtze vnd gruntliche Vnderweisung… Das älteste vollständig überlieferte polnisch-deutsche Gesprächsbüchlein. In H. Glück & B. Morcinek (Eds.), Ein Franke in Venedig. Das Sprachlehrbuch des Georg von Nürnberg (1424) und seine Folgen (pp. 87-106), Wiesbaden: Harrassowitz Verlag.
  • Oxford, R. & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78, 12-28.[Crossref]
  • Pirożyński, J. (1980). Nieznane rozmówki polsko-niemieckie z 1. połowy XVI w. w zbiorach Herzog August Bibliothek w Wolfenbüttel (Unknown Polish-German phrasebook from the first half of the 16th century in the collection of the Herzog August Library in Wolfenbüttel). Biuletyn Biblioteki Jagiellońskiej, 30 (1/2), 43-67.
  • Ushioda, E. & Dörnyei, Z. (2009). Motivation, language identities and the L2 Self: A theoretical overview. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 Self (pp. 1-8). Bristol: Multilingual Matters.
  • Williams, M. & Burden, R. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.
  • Zarębska, J. (2011). Powszechność nauczania języków obcych w roku szkolnym 2009/2010 (The universality of foreign language education in the school year 2009-2010). Warszawa: CODN. Retrieved 9.09.2011 from: http://bc.ore.edu.pl/dlibra/doccontent?id=200&dirids=1
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.doi-10_2478_v10057-012-0005-9
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.