(DOWNLOAD) "Motivation and English Achievement: An Exploratory and Confirmatory Factor Analysis of a New Measure for Chinese Students of English Learning (Report)" by North American Journal of Psychology * Book PDF Kindle ePub Free
eBook details
- Title: Motivation and English Achievement: An Exploratory and Confirmatory Factor Analysis of a New Measure for Chinese Students of English Learning (Report)
- Author : North American Journal of Psychology
- Release Date : January 01, 2008
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 239 KB
Description
In the field of second language acquisition (SLA) there have been various attempts to define second language acquisition motivation and to discover the relationship between motivation and English achievement. It has been argued that learning a second language differs from learning other school subjects because of its social nature (Dornyei, 2003). Many theories of language learning motivation tend to be social-psychological, among which the most influential is Gardner's socio-educational model, including attitudes, motivations and anxiety variables (Gardner, 1988; Gardner, Masgoret, Tennant, & Mihic, 2004; Masgoret & Gardner, 2003). Integrative orientation and instrumental orientation are two important factors in his theory. An integrative orientation occurs when learners hold favorable attitudes to the language/culture, and wish to identify with the culture of speakers of that language. An instrumental orientation refers to the utility value of learning a second/foreign language, such as passing examinations, financial rewards or future career. Burke (2004) found that aspects of integrative motivation are related to greater motivational effort as well as better language competence in learning a second language. An instrumental orientation was likely related to outcomes such as job-seeking and social status. In recent years Gardner's socio-educational model has met with some criticism. Much of the criticism seems to question the importance of social aspects of second language learning motivation, and its relevance in different contexts (Mori & Gobel, 2006). Furthermore, Csize and Dornyei (2005) found that the term integrativeness was not so much related to any actual integration into a second language community as to a more basic identification process within the individual's self-concept. It is necessary to seek potential new conceptualizations and interpretations.