Motivation and Language Proficiency: Instrumental and Integrative Aspects

Adlina Abdul Samad · Atika Etemadzadeh · Hamid Roohbakhsh Far

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Second Language Learning and Teaching

Abstract

This study investigated the relationship between motivation and language proficiency of Iranian EFL learners studying in Universiti Teknologi Malaysia [UTM]. Two aspects of motivation were considered in this paper i.e. instrumental and integrative. 100 Iranian students studying in UTM and from different faculties served as respondents to reflect a variety of ideas about learning a second language. Participants were those with IELTS band score 6 and above [high achievers] and below 6 [low achievers]. An integrative and instrumental motivation nineteen-item questionnaire adopted from standardized questionnaires such as Attitude Motivation Test Battery (AMTB) [1 & 2] was used as the instrument of the study. The results of correlation study revealed that high achievers’ language proficiency correlated well with integrative motivation [r=.72]. This indicated that high achievers L2 learners were highly integrative motivated.

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References

1995Motivation in Education: Theory, Research, and Applications 1985Social psychology and second language learning : the role of attitudes and motivation 2005The Psychology of the Language Learner: Individual Differences in Second Language Acquisition 1967THE SIGNIFICANCE OF LEARNER'S ERRORS 1979A theory of motivation for some classroom experiences.1986Fundamental Concepts of Language Teaching 1991Motivation: Reopening the Research Agenda 1992Handbook of Language and Social Psychology

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