Motivation, Self-Confidence, and Group Cohesion in the Foreign Language Classroom  

Oleh:

Dornyei, Zoltan ; Noels, Kimberly A. ; Clement, Richard

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 44 no. 3 (Sep. 1994), page 417-448.
Fulltext: 44_03_Clement.pdf (1.64MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LLE/44 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

Defining the motivational basis of second and foreign language acquisition has been at the center of much research and controversy for many years. The present study applied social psychological constructs to the acquisition of English in the unicultural Hungarian setting. A total of 302 Grade 11 students from the region of Budapest answered a questionnaire assessing their attitude, anxiety, and motivation toward learning English, as well as their perception of classroom atmosphere and cohesion. In addition, their teachers rated each of the students on proficiency and a number of class group. Factor and correlational analyses of the results revealed that xenophilic (M=4.22 on a 1-6 scale), sociocultural (M=3.96), instrumental (M=3.78), and media-use reasons (M=3.79) were most strongly endorsed by the students whereas an identification orientation (M=1.81) was rejected. Factor analysis of the attitude, anxiety, and motivation scales confirmed the existence of attitude-based (integrative motive) and self-confidence motivational subprocesses were associated with achievement, self -confidence and anxiety showed no relationship to classroom atmosphere. We discuss these findings in the context of current theories of second and foreign language acquisition and with reference to their applied implications.

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