Motivation Language 1991

8/8/2019 Motivation Language 1991

1/16

SSL4, 3,57-72.Printedn the unitedStatesf America

AN INSTRUMENTALMOTIVATIONNLANGUAGE TUDYWhoSays t Isn't Effective?

R.C.Gardner ndP.D. MaclntyreUniuersity f Western ntario


2/16

R. C. Gardnerand P D. Macln

Considerableesearch asdemonstratedhatattitudes ndmotivation laya rothe eaming f a secondanguage. ardner1985)summarizeduchof he iteradealingwith this opicanddiscussedarious onceptual,nalytic, nd heoreissues ssociatedith this area.A maior eature f his socioeducationalodsecondanguageearningsee lsoGardner Smythe, 9?5)s thepropositioattitudeslaya role n languageeaning hroughheir nfluence n motivationIn thesocioeducationalodel,he ntegrative otive sviewed sa constelof attitudes ndmotivationnvolving arious spects f secondanguageearnwith the primedeterminant f achievementeing he motivationalompoGardner1985)tatedhat"motivationto learna secondanguages influencgroup elated ndcontextelated ttitudes,ntegrativenessndattitudesowarleaningsituation,espectively"p.168). earguedhatmanyothervariablesalso e mplicatedn secondanguageearning,ncluding n nstrumentalrient"Totheextenthat t (an nstrumentalrientation)s apowerfulmotivatott tooinfluence chievement,ut hemajoraspectn it is not he nstrumentalityersethemotivation"p.168). heres, herefore, majordistinctionetweenfienta


3/16

An In strumentalMotivati ntiveand nstrumentalrientationsiffersn different ettings.hus, ven f onethatoneorientationorrelatesigherwith achievementhananothercf Lukm1972),here s ittle heoreticalignificancen the result.A basicenetof the socioeducationalodels that he ntegrative otive atates econdanguage cquisitionecauset reflects nactive nvolvementn guage tudy. hisactive omponentas een emonstratedn studieshatshowin addition o beingmoresuccessfuln learning secondanguage,ntegramotivatedtudentsremoreactiven anguagelass,remore ikely oparticipexcursionso the other cultural ommunitywhengiven he opportunity ninteractwith members f thatcommunity hen here, nd essikely o dropoulanguagetudy n subsequentears Gardner,983). hisdoesnot imply thainstrumentalotivation ould otalso eeffective. owever,o date,herchasrelativelyittle researchonductedn an instrumental otive asdistinct rominstrumentalrientation).ln order o study nstrumental otivationn language tudy,t is necess


4/16

R. C. Gardnerand P D. Macln

definedorrnof instrumental otivation. esults btainedn thisstudysupporgeneralizationhat t was, n fact,motivatingor heparticipants.Following ardner1985),n ndividual ifference easuref ntegrative ottionwasdefined y aggregatingcores n sixattitude ndmotivationestsnvolvelementsf ntegmtivenesslntegrative entation, ttitudesoward rench anans,and nterestn Foreign anguages),ttitudesoward he earning ituationmotivationAttitudesowardLearning rench, esireo LearnFrench).t waspothesizedhatboth nstrumentalnd ntegrative otivations ould nfluencelearning f secondanguage atedal.t wasalso elt hat he wo differentmottionalstatesmayhavediffering ut unspecifiedffects n howsubjectspproathe taskof learninghe wordpairs.Twomeasuresf effortexpended uringlearningaskwerealso nvestigatedViewing imeandStudyTime).Canoll 19arguedhat imedevotedo earning asan ndexofmotivation;hus, othmeasseemdeally uited s ndices f motivationn thiscontext.A secondaryurpose f thisstudywas o assesshe feasibility f administelementsf the Attitude/MotivationestBatteryGardner,985) y computer i


5/16

An InstrumentalMotivationMaterialsThere were two parts to this study. n the first part, subjects esponded o iteassessingeight different attitudinal/motivational characteristicsadapted froGardner,Lalonde,and Moorcroft (1985)as well as the trait of social desirabresponding. heseLikert temswerepresentedn an ndividuallydetermined andorder on a Zenith microcomputer.The computer recordedboth the individuresponse nd the time it took for the individual o make he response. he variabassessed,nd their Cronbach lpha(o)reliabilitycoefficients, ere as ollows:

1.Attitudesoward rench anadianso = .88). en tems,ivepositively orded ndnegatively orded, ere resented.sampleositivelyordedtem s"lf Canadaholose heFrenchulture lQuebec,t wouldndeed eagreatossl'Ahighscoreeflecpositive ttitude.2. nterestn Foreignanguagesd = .79). ive tems xpressingpositiventerestnd ivrelative isinterestere dministered.sampletem s"l enioymeeting nd isteninpeople ho speak ther anguagesl'his estwas cored uch hat highscoresefle


6/16

R. C. Gardnerand P D. Macl

time,VT), hef actual renchesponseVOC),nd heamount f timespent eing he English/Frenchair studyime,ST).PtocedureSubiectsereestedndividually.narriving t he aboratoryheywerenformethisstudy nvolvedearning series f English/Frenchordpairs. ubjects erthat heywere irstgoingo be askedo respondo a series f tems ealing ithopinions bouta numberof issues ssociatedith learning rench,uchas attitudesowardearning rench, rench se nxiety, tc.Theywereold hat he would epresentedn hecomputer onitor, nd hat heywere ogive heir mmatespontaneouseactiono eachtemby depressingheappropriateumber eyI to 7 that ndicatedheextent o which heyagreedr disagreeditheachtemSubjects ere estedn oneof twoconditions.hosen the experimentaltion were nformed hat they wouldbe paid$10 f they weresuccessfuln t


7/16

An InstrumentalMotivationon the eaming f secondanguage aterial. hiswasassessedy means2 x 6 analysis f variance. ne actorwas ncentive onditiontewardvsward).Fiftyof the 92 subjects,ased n random ssignment,ere old thwould eceive 10 f theygotat least ll buttwo tems orrect n the ast riwas onsideredo reflect n nstrumentalotivationo theextent hatsubjeleaminghe vocabularytems implyor themonetaryeward. hesecondsubjectsactorwas ntegrative otivationHigh s.Low)definednterms f asplitwithineach ncentive roupon the aggregatef the measuresf Atoward rench anadians Interestn Foreign anguagesIntegrative rie+ Attitudesoward he LearningSituation Desireo LearnFrench+ Atoward earning rench. ifferencesn this actorwereconsideredo refleencesn integntivemotivationn thatsubjectsn thehigh ntegrative otivtion hadmore avorablettitudes,tc., hansubjectsn the ow ntecrahvcondition ven houghone of these tudents ere tudying renchs partocurriculum. he hird actorwasbased n repeated easures,nd t comD


8/16

60504030201 00


9/16

An In strumentalMotivation


10/16

R. C. Gardnerand P D. MacIn additiono these hreeanalysesf variance,orrelations erccomputween ach f heattitude,hotivationndsocial esirability easuresnd heingscores,iewing imes, ndstudy imes oreachof thesix rials.Sincehertwodistinct roups,hosen the Incentive ondition nd hosen thecontrclthedatawere irststandardizedithingroups eforehecorrelationsere omto eliminate nyeffects ttributableogroups. he esultingorrelationsrepr

ed n TableAscanbeseenn Table, therewerea substantialumber fsignificantpconelationsnvolving ocabularycoresVOC). f he54correlations,0 56%significant. oreover,hepatterns reveryconsistent.esireo LearnFrenAttitudesoward earning renchthe womotivationalomponents)ereposcorrelated ithachievementor all six rials,whileAttitudesoward renchanscorrelatedignificantly ithAchievementn Trials through . MoreovtudesowardheLearning ituationesultedn significantorrelationsor Tria6, French seAnxiety orrelatedignificantlynegatively)ithvocabularyn


11/16

. - : q - - - . . t . : q 9F

F


12/16

R.C. Gardner ndP D. MaclThe hirdquestiononcemshe relation etween peed f reactiono thetude/motivationests,ncluding ocialdesirability,nd scores btained n thmeasures.orrelationsetween peed f rcactiono the temson a paticularandscores nthat estyielded nly wo significantorrelations.ubjectsith hscores n hemeasuref French seAnxietyhadhigher eactionimes r(90)p < .05), ndsubjects videncingighsocial esirability ad ower eactioni

(r(90) -.32, p < .01).Furthermore,he only measureo correlate ignificwithSocial esirability as heFrench seAnxiety caler(90) -.24,p < .02DrscussroNA major indingn thisstudywas implyhatbothmotivatingonditions,he ndual differencef integrative otivation nd he environmentallyeterminednmentalmotivation stablishedy means f financialnducements,nfluencelearning f French ocabularyairs. ubjectsith higherevels f ntegrative o


13/16

An ln strumentalMotivationstudy, ndperhapshesettingssomewhatrtificial.Moreovet therevidencenstudydoessuggesthat ntegratively otivated tudents re trying harder, sthosemotivatedy reward. heanalysis fviewingime-that imespent y ndualsconsideringhe English timulus efore iving heir rcsponse-indicateintegratively otivatedndividuals pentmore ime thinkingabout heir respthansubjects ho weren't ntegmtively otivated. imilarly, ubjects ho wethe incentive ondition pentmore ime consideringheir responses.othresupporthe effort"interpretationf the csults. ubjects howeremotivated,iintegrativelyr nstrumentally,riedhardero thinkof hecorrect nswer ndapentlyweremore uccessfuln findingt.The esults f the correlationalnalysis lsohelp o clarify henature f the of individual ttitude ndmotivation ttributesn secondanguageearning.ndual differencesn Desire o LearnFrench, ttitudesowardLearning renchAttitudesoward rench anadiansend o correlate ith French ocabularycqtionat eachrial(with he oneexception).urthermore,ttitudesowardheLe


14/16

R.C. GardnerndP D. Macif the studentswere currently studyingFrench.Evenso, the resultsclearly cothe role of attitudinal,hotivational variablesand incentiveson second anlearning.Generalizing hese results o the languagecontext seems airly strforward,and, f anything,one mightexpect hat the effectswouldbe evenstronthe classroom ontext.A majorconclusion uggestedrom these esults, herefthat both integrativeand instrumentalmotiDationcan influencesecond anlearning.This does not mean to imply, howevet that integrativeand instrumonentatbnswill necessarilynfluence earning.The importantelement s he mtion, not the orientation.Even n this study, he orientationswere not particpredictiveof achievement, hile the two formsof motivationwere clearlyso.A questionmightbe raisedabout he externalvalidityof these esults. hatmeaningful o generalize he resultsof this study to a reaflife language eacontext.Since he resultsof this study end to agreewith thoseof manystudiehave nvestigated tudentsr language lassrooms,t seemsmeaningful o arguthey aregeneralizable.n thisstudy as n others, ndividualdifferencesn integ


15/16

An InstrumentalMotivationmotives tied o aspecific oal,however,ts nfluence ould end o be maintonlyuntil hatgoal s achieved.his hencouldwellbe a rnajordilferenceetintegrativend nstrumentalotives, ndone hatwarrantsurther nvestigatithe otherhand, f the goal s continuous,t seems ossiblehatan instrummotivation ouldalsocontinueo be effective. oa considerablextent his pointmade ySpolsky1989)in isanalysisf the role hateconomicactorsplay npromotingecondanguagecquisitionn some ontexts.The indings ith respecto comp|rter dministrationf the Attitude,/MotTestBattery rovide omenformation ttestingo theutilityof thisprocedurintemalconsistencyeliability f thesubtests erecomparableo, or betterthoseobtainedwith paperandpenciladministration.nstructionsonceninfinancialdvantagesf doingwell n the earning hase f thestudy adno effeeither he attitude/motivationestscores r the atency f respondingo the tFinally,herewas ome videncehat eactionime o ndividual ttitude/motitest temsmight eflect ocial esirabilityesponding.nlyonemeasure,renc


16/16

72 R. C. Gardnerand P. D. MaCardner,R. C., Sm)'the,P C., & Lalonde,R. N. (1984).he ndturednd rcplicabilityof factorc

languageacquisition.ResearchulletinNo. 605) Depadrnent f Psychology, niversityofOntario,ondon. anada.Hsu, . M.,Santetli...& Hsu, . R. (1989)-aking etectionalidity nd ncrementalalidity llatencieso MMPI ubtlendobvioustems-oar"ndlf Perconalitysessnent,3,2?8-295.Jackson,.N. 1974).rsonalitycsearchom manudl. oshen,Y:Researchsychologistsrest ambert,/.E. 1974).ulturend anguages actorsn earningndeducation.n F.E Aboud R-lEds.), utturalactots n learningand education. rcceedingsi lhe Fifth WesternWashingtoumonLearningpp.9l-122).ellingham:esternWashingtontate ollegeLukmani, M. 1972).otivationo earn nd earningroficiency.rngadgeearning,2 261-27Maclnlyre. D., & Gardner, .C. (1989). nxietyandsecondanguageearning: oward tclatilication.nguageLeorni g. 39.251-27 .oller, . {, Baca, ..& Vigil, {1977).ttitudesndattainedroliciencyn ESLr sociolinguiMexican-Americansn heSouthwest.eeol uorlerlt, 1,173-182.Oller, .W, Hudson..,& Liu,P (197?).ttitudesndattainedroficiencyn ESL: sociolingunafive peakersl Chinesen theUnited iates.ldnguageeoning,27,1-27Spofsky,.(1989). ond,lrbs or secondanguogeeatnrng.Oxford:OxfordUn;versity ress.Tobias, .(1979). nxieiyresearchn educationalsychologyournalof Educationol st'cholog582.

Documents

Motivation Language 1991