Integrative Motivation: Changes During a Year-Long Intermediate-Level Language Course

Authors

R. C. Gardner, The University of Western Ontario
A. M. Masgoret, Victoria University of Wellington
J. Tennant, The University of Western OntarioFollow
L. Mihic, The University of Western Ontario

Document Type

Article

Publication Date

3-1-2004

Volume

54

Issue

1

Journal

Language Learning

First Page

1

URL with Digital Object Identifier

10.1111/j.1467-9922.2004.00247.x

Last Page

34

Abstract

The socioeducational model of second language acquisition postulates that language learning is a dynamic process in which affective variable influence language achievement and achievement and experiences in language learning can influences some affective variables. Five classes of variable are emphasized: integrativeness, attitudes toward the learning situation, motivation, language anxiety, and instrumental orientation. The present study of a 1-year intermediate-level French course reveals that some affective characteristics are more amenable to change than others, and that patterns of change over time are moderated by achievement in the course. Related findings demonstrate very few differences on the affective measures from one class section to another, and that day-to-day levels of state motivation are largely invariant, whereas state anxiety might be influenced by environmental events.