An Empirical Study of the Language Learners’ Dynamic Process of Motivation

Yulan YUAN, Zhanfang LI

Abstract


Many researches emphasize the importance of the integrative motivation and these researches seem to marginalize the instrumental motivation and the dynamic change of the learning motivation. An empirical study is conducted in this thesis. 22 English major graduates from Henan University of Economics and Law are as subjects. Mainly by doing the questionnaire and interview, the data can be collected. The result shows the instrumental motivation helps learners’ success of second language acquisition. And the learning motivation can be dynamic because of some impacts. Besides, the transformed motivation can last long.


Keywords


Instrumental motivation; Integrative motivation; English teaching; SLA

Full Text:

PDF

References


Dörnyei, Z. (2014). The psychology of the language learner: Individual differences in second language acquisition: Routledge.

Gardner, R. C., Masgoret, A. M., Tennant, J., & Mihic, L. (2004). Integrative motivation: Changes during a year - long intermediate - level language course. Language learning, 54(1), 1-34.

Gholami, R., Allahyar, N., & Rafik-Galea, S. (2012). Integrative motivation as an essential determinant of achievement: A case of EFL high school students. World Applied Sciences Journal, 17(11), 1416-1424.

Goodridge, P. (2017). Second-language acquisition and motivation: A literature review. Pursuit-The Journal of Undergraduate Research at the University of Tennessee, 8(1), 8.

Hernández, T. (2006). Integrative Motivation as a Predictorof Success in the Intermediate Foreign Language Classroom. Foreign Language Annals, 39(4), 605-617.

Horwitz, E. K. (1987). Surveying student beliefs about language learning. Learner strategies in language learning, 110129.

Liu, C., Zhu, Z., & Peng, J. (2006). The investigation and analysis of non-English major students’ learning concept and countermeasures. English Studies(1), 56-60.

Reeve, J. (2014). Understanding motivation and emotion: John Wiley & Sons.

Ushioda, E. (2012). Motivation: L2 learning as a special case? In Psychology for language learning (pp. 58-73): Springer.

Yu, B., & Downing, K. (2012). Determinants of international students’ adaptation: Examining effects of integrative motivation, instrumental motivation and second language proficiency. Educational studies, 38(4), 457-471.




DOI: http://dx.doi.org/10.3968/11449

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Canadian Social Science

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Reminder

  • How to do online submission to another Journal?
  • If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

  • Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

Online Submission: http://cscanada.org/index.php/css/submission/wizard

  • Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.
  • We only use four mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: caooc@hotmail.com; office@cscanada.net; ccc@cscanada.net; ccc@cscanada.org

 Articles published in Canadian Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY).

 

Canadian Social Science Editorial Office

Address: 1020 Bouvier Street, Suite 400, Quebec City, Quebec, G2K 0K9, Canada.
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net; Http://www.cscanada.org 
E-mail:caooc@hotmail.com; office@cscanada.net

Copyright © Canadian Academy of Oriental and Occidental Culture