Integrative motivation and global language (English) acquisition in Poland
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Date
2012-06
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Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu
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Abstract
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.
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Keywords
socio-educational model of second language acquisition, integrative motivation, integrativeness, attitudes toward the learning situation, language anxiety
Citation
Studies in Second Language Learning and Teaching, 2012, vol. 2, no. 2, pp. 215-226
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2083 5205