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1

Integrative motivation and global language (English) acquisition in Poland

100%

Gardner R.

Studies in Second Language Learning and Teaching

|

2012

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vol. 2

|

issue 2

215-226

EN

This study investigated the consistency of a measure of integrative motivation in the prediction of achievement in English as a foreign language in 18 samples of Polish school students. The results are shown to have implications for concerns expressed that integrative motivation might not be appropriate to the acquisition of English because it is a global language and moreover that other factors such as the gender of the student or the environment of the class might also influence its predictability. Results of a hierarchical linear modeling analysis indicated that for the older samples, integrative motivation was a consistent predictor of grades in English, unaffected by either the gender of the student or class environment acting as covariates. Comparable results were obtained for the younger samples except that student gender also contributed to the prediction of grades in English. Examination of the correlations of the elements of the integrative motivation score with English grades demonstrated that the aggregate score is the more consistent correlate from sample to sample than the elements themselves. Such results lead to the hypothesis that integrative motivation is a multi-dimensional construct and different aspects of the motivational complex come into play for each individual. That is, two individuals can hold the same level of integrative motivation and thus attain the same level of achievement but one might be higher in some elements and lower in others than another individual, resulting in consistent correlations of the aggregate but less so for the elements.

2

Integrative motivation and global language (English) acquisition in Poland

100%

Gardner R. C.

Studies in Second Language Learning and Teaching

|

2012

|

vol. 2

|

issue 2

215-226

EN

This study investigated the consistency of a measure of integrative motivation in the prediction of achievement in English as a foreign language in 18 samples of Polish school students. The results are shown to have implications for concerns expressed that integrative motivation might not be appropriate to the acquisition of English because it is a global language and moreover that other factors such as the gender of the student or the environment of the class might also influence its predictability. Results of a hierarchical linear modeling analysis indicated that for the older samples, integrative motivation was a consistent predictor of grades in English, unaffected by either the gender of the student or class environment acting as covariates. Comparable results were obtained for the younger samples except that student gender also contributed to the prediction of grades in English. Examination of the correlations of the elements of the integrative motivation score with English grades demonstrated that the aggregate score is the more consistent correlate from sample to sample than the elements themselves. Such results lead to the hypothesis that integrative motivation is a multi-dimensional construct and different aspects of the motivational complex come into play for each individual. That is, two individuals can hold the same level of integrative motivation and thus attain the same level of achievement but one might be higher in some elements and lower in others than another individual, resulting in consistent correlations of the aggregate but less so for the elements.

3

ОСОБЛИВОСТІ ВИКОРИСТАННЯ МОТИВАЦІЙНИХ МЕХАНІЗМІВ У ВИВЧЕННІ ІНОЗЕМНОЇ МОВИСТУДЕНТАМИ ВТНЗ

86%

Літвінчук А.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 3(47)

379-386

EN

The article deals with the problem of theoretical and practical approaches to motivating students to study a foreign language and explores the significance of motivation as a contributing factor in second language acquisition. The analysis of the studying process in higher schools and learning a foreign language in non-language universities in particular demonstrates the need to consider the factor of motivation as one of the components of the solution to the problem of education optimization and quality assurance. The integrative and instrumental types of learning motivation have been characterized and the factors creating positive motivation of technical students have been analyzed. Both forms of motivation are examined in the light of research which has been undertaken to establish the correlation between the forms and factors of motivation and successful second language acquisition. It is pointed out that positive integrative motivation is the key factor driving language learning success. The basic mechanisms at different levels of motivation, the potential of motivational mechanisms that could be used by a teacher to improve training activities of the students have been examined. It is mentioned that in order to make the language learning process a more motivating experience the instructors need to put a great deal of thought into developing programs and applying methods which maintain student’s interest and create steady motivation. The aspects which make a difference in the success of learning a foreign language, i.e. language aptitude, personality, attitude and motivation can promote willingness to work hard. Thus, tapping into motivation proves to be crucial for language teachers and elaborating and adopting of motivational teaching practice helps the learners «find their passion». Different ways of teachers’ helping learners to bring their passion into the classroom are discussed as well as teachers’ enthusiasm, creativity, stimulation of the students ideas, the use of motivating activities and encouragement of the students are highly appreciated. The emphasis in the present research is on the conscious strategies that can be used to foster classroom motivation. There have been also mentioned some self-motivating strategies which are particularly important in second language learning due to the long-lasting nature of the process. It is also stressed that raising student awareness of relevant strategies and reminding them of their usefulness has a considerable empowering effect. The paper makes an attempt to incorporate direct and indirect approaches to generating student motivation which may be adopted in teaching practice and make the classroom climate more motivating. A teacher’s job is to teach the students how to cultivate motivation, find it in areas where they don’t expect it and take more satisfaction in their successes and progresses.

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2 Studies in Second Language Learning and Teaching

1 Педагогічні науки: теорія, історія, інноваційні технології

1 Gardner R.

1 Gardner R. C.

1 Літвінчук А.

1 2015

2 2012

Integrative motivation and global language (English) acquisition in Poland

Integrative motivation and global language (English) acquisition in Poland

ОСОБЛИВОСТІ ВИКОРИСТАННЯ МОТИВАЦІЙНИХ МЕХАНІЗМІВ У ВИВЧЕННІ ІНОЗЕМНОЇ МОВИСТУДЕНТАМИ ВТНЗ