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

R. C. Gardner · Peter D. Maclntyre

198 citations0/0 files storedStudies in Second Language Acquisition

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

Abstract

The study examines the effects of both integrative motivation and anxiety on computerized vocabulary acquisition using a laboratory analog procedure as a microcosm of second language learning. An attempt was made to induce anxiety in one group of subjects by videotaping them while learning. Individual differences in integrative motivation were measured by aggregating relevant scales. Subjects higher in integrative motivation showed superior vocabulary acquisition and tended to initiate a translation more quickly than did those lower in integrative motivation. The anxiety manipulation did not appear to influence behavior during the learning trials. A second set of analyses revealed that subjects with more positive attitudes tended to respond more quickly and consistently to the attitude items. The results are discussed in terms of the operational definition of integrative motivation and its relation to anxiety.

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References

1986Foreign Language Classroom Anxiety 1985Social psychology and second language learning : the role of attitudes and motivation 1972Attitudes and Motivation in Second-Language Learning 1962The Handbook of Research on Teaching 1989Anxiety and Second‐Language Learning: Toward a Theoretical Clarification*1991Methods and Results in the Study of Anxiety and Language Learning: A Review of the Literature*1970Measures of communication‐bound anxiety 1984Culture and Language as Factors in Learning and Education

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