French Studies Publications
Title
Integrative Motivation: Changes During a Year-Long Intermediate-Level Language Course
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.
