Perceptions of Gender Differences in High School Students' Motivation to Learn Spanish

Scott P. Kissau · Lan Quach Kolano · Chuang Wang

35 citations0/0 files storedForeign Language Annals

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EFL/ESL Teaching and Learning Education, Achievement, and Giftedness Second Language Learning and Teaching

Abstract

Abstract: Little research has been conducted in the United States to explore male motivation to learn Spanish. In response, we conducted a study to investigate gender differences in motivation to learn Spanish among students in a southeastern United States high school. Building upon Gardner's (1985) influential model of second language (L2) motivation, we employed a mixed methodology to investigate gender differences in motivational factors. Sixty students studying Level 1 Spanish completed a questionnaire. We further explored the findings of the questionnaires in interviews. Although the results indicated that the boys perceived themselves to be less motivated than their female peers, gender differences were less dramatic than in previous studies. The study's results also suggest that males and females have opposing preferences with respect to L2 classroom management.

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1985Social psychology and second language learning : the role of attitudes and motivation 1991Self-Efficacy and Academic Motivation 1992Basics of Grounded Theory Analysis: Emergence Vs. Forcing 1991Self-Efficacy and Academic Motivation 1994Language Learning Motivation: Expanding the Theoretical Framework 2000Affect in Language Learning 2002‘French is the Language of Love and Stuff’: Student perceptions of issues related to motivation in learning a foreign language 1976Second-Language Learning: A Social Psychological Perspective

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