Second Language Learning in an Immersion Programme: Factors Influencing Acquisition and Retention

Abstract

This study investigated the relations of a series of attitude, motivation and aptitude variables to the acquisition and retention of French language skills. Subjects were drawn from a sample of 105 students registered in an intensive French language summer training programme in Trois-Pistoles, Quebec, who completed a series of tests at the beginning and end of the course. A factor analysis of data from the 89 students with complete data identified four factors, French Achievement, Integrative Motive, Self-confidence with French, and SelfPerception of French Competence. These results suggested that the roles played by language aptitude and attitudinal/motivational variables differed somewhat, and reflected the socio-cultural conditions under which language learning took place. Investigation of language loss suggested that language use and attitudinal/ motivational characteristics were major factors involved in the retention of second language skills in the period following intensive training.

An Exploration of Foreign Language Anxiety and English Learning Motivation

“…The core concept of the theories is that motivation is influenced by attitudes towards and orientations to learn a SL, that motivation, especially integrative or intrinsic motivation, boosts SL/FL learning and maintains learners' efforts to learn the language, and that motivation interacts with self-confidence, language anxiety, self-efficacy, causal attributions, L2 competence, and other variables. This has been confirmed by numerous empirical studies which expose that motivation has a direct effect on anxiety, self-efficacy, self-confidence, and second language achievement [16,34], that integrative motivation is closely related to persistence, language attrition and retention [28,35], and that intrinsic motivation contributes more to achievements in learning a second language than instrumental motivation [36,37]. Liu's [38] study of 547 Chinese university students revealed that the more anxious student tended to be less motivated to learn English, which supported a similar finding in Hao et al [39].…”

“…Meanwhile, (over)emphasizing learning English for utilitarian purposes may result in (extra) pressure and anxiety in the learners, which may ultimately debilitate their performance in English, as found in the present study. On the contrary, intrinsic motivation and interest in foreign languages and cultures proved to be positive predictors of students' performance in English, as predicted by Gardner and his associates [5,27,35]. Thus, enhancing learners' interest in English and its culture is more important to promote their learning of the language.…”

The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

“…Their attitudes can have impact on the language proficiency level that they intend to achieve (Gardner, Moorcroft, & Metforda, 1989). Learners with positive attitudes are more likely to achieve better success than those with negative attitudes towards the learning of the L2 language (Dörnyei, 1994;Feenstra, 1967;Gardner, 1960;Gardner & Lambert, 1959;Lambert, Gardner, Olton, & Tunstall, 1968;Svanes, 1988).…”

Theory of endogenous and exogenous motivation in L2 migration

“…Indeed, past research indicates that 'that learners ranking high on integrative orientation work harder and learn faster than those who are low on integrative motivation' (Nicholson, 2013: 278;Gardner et al, 1983;Gardner et al, 1987;Gardner et al, 1985;Gardner et al, 1989;Gardner and MacIntyre, 1991;Masgoret and Gardner, 2003;Tremblay and Gardner, 1995; Liu, 2007: 127;Clément et al, 1994). Instrumental motivation, on the other hand, is related to the learner's perception of practical benefits that come with learning another language.…”