Expanding the Motivation Construct in Language Learning

Paul F. Tremblay · R. C. Gardner

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EFL/ESL Teaching and Learning Education, Achievement, and Giftedness Motivation and Self-Concept in Sports

Abstract

Recent reviews by Crookes & Schmidt (1991), Dörnyei (1994), and Oxford and Shearin (1994) have suggested that research concerned with motivation in second language acquisition would benefit from a consideration of motivational constructs from other research areas. The present study addresses this issue by investigating the relation of a number of new measures of motivation such as persistence, attention, goal specificity, and causal attributions to each other, to existing measures of attitudes and motivation, and to indices of achievement in French courses. A sample of 75 students in a francophone secondary school completed various motivational and attitudinal measures, and subsequently wrote a French essay. Their final grades in the French course were later obtained from the school records. Support was found for a LISREL structural equation model linking different aspects of motivation with language attitudes, French language dominance, and French achievement. It was concluded that the new motivational measures add to our understanding of motivation in language learning.

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References

1989Second Language Acquisition and Second Language Learning 1985Social psychology and second language learning : the role of attitudes and motivation 1994Motivation and Motivating in the Foreign Language Classroom 1959Motivational variables in second-language acquisition.1991Motivation: Reopening the Research Agenda 1994Language Learning Motivation: Expanding the Theoretical Framework 1990Conceptualizing Motivation in Foreign‐Language Learning*

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1997Towards a Full Model of Second Language Learning: An Empirical Investigation 2016Teacher motivation: Definition, research development and implications for teachers 2003A brief overview of individual differences in second language learning 1996Developmental Issues in Interlanguage Pragmatics 2003Individual Differences in Second Language Learning 1999Perceptions of Teachers’ Communicative Style and Students’ Intrinsic and Extrinsic Motivation 2010

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