Integrative Motivation, Induced Anxiety, and Language Learning in a Controlled Environment

Gardner, R. C.; Day, Julia; Maclntyre, Peter D.

doi:10.1017/s0272263100010822

Cited by 138 publications

(92 citation statements)

References 25 publications

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“…Namely, all the subscale scores barely exceeded their scale midpoints (36,21, and 6 for the FLCAS1, the FLCAS2, and the FLCAS3, respectively). This lends further support to the result of the FLCAS data that nearly a third of the respondents felt anxious in English class, feared being negatively evaluated, and were apprehensive about both speaking and tests, as found in Liu and Jackson"s (2008) study and many others in various contexts (Gardner & MacIntyre, 1992;Horwitz et al, 1986;Horwitz, 2001;Liu, 2006Liu, , 2007.…”

Section: A Broad Profile Of Foreign Language Classroom Anxietysupporting

confidence: 80%

Foreign Language Anxiety and Strategy Use: A Study with Chinese Undergraduate EFL Learners

Li²

2011

JLTR

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Abstract-The present study explored foreign language anxiety and strategy use in relation to their interactive effect on the students' performance in English. The participants were 934 Chinese undergraduates who completed a 71-item survey. Complicated statistical analyses (e.g., correlation analyses, regression analyses and structural equaling model) were run on the data, which show that 1) nearly one-third of the students experienced anxiety in English class, 2) the participants mainly reported a medium use of both cognitive and metacognitive strategies, 3) foreign language classroom anxiety, cognitive strategy use, and metacognitive strategy use were all significantly correlated with one another, and 4) all the measured variables produced a significant effect on the students' performance in English. Based on the findings, some implications for teaching and learning of English are discussed.

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Section: A Broad Profile Of Foreign Language Classroom Anxietysupporting

confidence: 80%

Foreign Language Anxiety and Strategy Use: A Study with Chinese Undergraduate EFL Learners

Li²

2011

JLTR

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“…We share Rodríguez and Abreu's (2003, p. 371) idea that complex relationships may be established between FL anxiety and different affective, cognitive and demographic aspects such as learners' aptitude, motivation, and culture. Sufficient evidence exists to affirm that motivation and anxiety have opposite effects on FL learning (Gardner, Day and MacIntyre, 1992;Gardner and MacIntyre, 1993;MacInyre, 1995;MacIntyre, 2002;Matsuda and Gobel, 2004). We believe that the voluntary choosing of English implies a high level of motivation, which presumably will condition both learning quality and anxiety levels.…”

Section: Do Pre-service Primary English Teachers Have Lower Anxiety Lmentioning

confidence: 85%

“…The authors noted that participants' mean language anxiety score was lower than the scores reported in other studies (see below). Research has demonstrated that motivation and anxiety have opposite effects on FL learning (Gardner, Day and MacIntyre, 1992). Motivation encourages learners in their FL learning whereas anxiety interferes with it.…”

Section: Introductionmentioning

confidence: 99%

La ansiedad entre estudiantes españoles de inglés como LE de di-ferentes titulaciones universitarias

Arnaiz-Castro

Guillén

2013

analesps

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Título: La ansiedad entre estudiantes españoles de inglés como LE de diferentes titulaciones universitarias. Resumen: Los efectos de la ansiedad en el aprendizaje de una lengua extranjera se han estudiado desde los años setenta, y a pesar de significativos avances en los enfoques para la enseñanza de la lengua, la literatura continúa asegurando la existencia de aprensión lingüística en el aula y su efecto debilitador en el proceso de aprendizaje. Sin embargo, muy pocas investigaciones se han llevado en un contexto sociocultural comparable al nuestro, esto es, una universidad española donde se aprende inglés. Este estudio tiene como objetivo examinar y comparar los sentimientos de ansiedad de universitarios de seis titulaciones diferentes. Un total de 200 estudiantes participaron en el estudio. Los datos fueron recogidos con la medida Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz, Horwitz y Cope, 1986). Los análisis revelan, en primer lugar, que todos los alumnos tienen niveles de ansiedad medios; en segundo lugar, que en sólo uno de los aspectos el nivel de ansiedad de los participantes que han escogido el inglés como especialidad es más bajo que el de los estudiantes que tienen el inglés como asignatura obligatoria en titulaciones dirigidas a la especialización en otros campos; y, en tercer lugar, que la relación entre la ansiedad y la nota de los alumnos es mayor en el caso de los que tienen inglés como asignatura obligatoria. Se comentan las implicaciones de estos resultados para una mejor comprensión de la ansiedad y del aprendizaje de la lengua extranjera. Palabras clave: Ansiedad ante el aprendizaje de una lengua extranjera; FLCAS; aprendices de español como lengua extranjera; titulación; nota. Abstract:Researchers have studied the effects of anxiety on foreign language learning since the 1970's, and despite significant advances in approaches to language teaching, the literature continues to report the existence of language apprehension in the classroom and its debilitating effect on the learning process. However, very few studies have been developed in a socio-cultural context comparable to ours, namely, a Spanish university in which English is learnt. This study set out to examine and compare the feelings of anxiety experienced by university students enrolled in six different degree programs. A total of 200 students participated in this study. The data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz, Horwitz and Cope, 1986). The analyses reveal, firstly, that all the students suffered from average anxiety levels; secondly, that only in one of the aspects is the anxiety level of participants with English as a main subject (i.e. chosen) lower than that of participants for whom English is a non-elective degree requirement; and in the third place, that the relationship between anxiety and the mark obtained by participants is stronger in the case of those who have English as a degree requirement. The implications of these results for a better understanding of anx...

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“…While some scholars believe that instrumental motivation facilitates language learning (e.g., see Idawati, 2010;Lukmani, 1972;Warden & Lin, 2000), others believe that integrative motivation is an asset in language learning (Gardner, Day & Maclntyre, 1992;Sadighi & Maghsudi;Strong, 1984). Moreover, some research studies have also revealed that both integrative and instrumental motivation facilitate learning (e.g., see Dörnyei, 1990;Gardner & MacIntyre, 1991) Schmidt (1995 postulated that motivation and some other affective factors play key roles in learners' pragmatic development.…”

Section: Introductionmentioning

confidence: 99%

Motivation and Interlanguage Pragmatics in Iranian English Language Learners

Khorshidi¹,

Nimchahi²

2013

ELT

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It is generally believed that interlanguage pragmatics and motivation play important roles in learning. Motivation is important because it determines the extent of the learner's active involvement and attitude toward learning. The major purpose of this study was to investigate the impact of integrative and instrumental motivation on the development of interlanguage pragmatics (ILP) in Iranian English language learners. A secondary goal of this study was to assess the effect of the type of motivation on pragmatic transfer. To this end, the Attitude/Motivation Test Battery (AMTB) developed by Gardner (1985) was given to the students to distinguish learners with integrative and instrumental motivation. Finally, 40 integratively and 40 instrumentally motivated learners were selected as participants. Then, a Discourse Completion Task (DCT) regarding pragmatic transfer developed by the researchers was administered to the two groups. Two weeks later another interlanguage pragmatics Discourse Completion Task (DCT) was administered in order to elicit the required data from both groups. The findings demonstrate that there is a significant relationship between type of motivation and interlanguage pragmatic development and the amount of negative pragmatic transfer as well. More precisely, this study revealed that integratively motivated learners performed significantly better than instrumentally motivated learners in both ILP development and pragmatic transfer.

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Integrative Motivation, Induced Anxiety, and Language Learning in a Controlled Environment

Cited by 138 publications

References 25 publications

Foreign Language Anxiety and Strategy Use: A Study with Chinese Undergraduate EFL Learners

Foreign Language Anxiety and Strategy Use: A Study with Chinese Undergraduate EFL Learners

La ansiedad entre estudiantes españoles de inglés como LE de di-ferentes titulaciones universitarias

Motivation and Interlanguage Pragmatics in Iranian English Language Learners

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