Attitudes, Motivation, and Second Language Learning: A Meta-Analysis of Studies Conducted by Gardner and Associates: Attitudes, Motivation, and Second Language
Attitudes, Motivation, and Second Language Learning: A Meta-Analysis of Studies Conducted by Gardner and Associates: Attitudes, Motivation, and Second Language
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态度、动机和第二语言学习：加德纳及其同事进行的研究的元分析：态度、动机和第二语言
DOI：
10.1111/1467-9922.00227
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发表时间：
2003
期刊：
影响因子：
--
通讯作者：
R. C. Gardner
中科院分区：
文献类型：
--
作者：
Anne;R. C. Gardner
这项调查的最初动力是两位作者之间关于第二语言学习中态度和动机作用的文献中的评论和批评的讨论。有人指出，一些研究人员似乎认为这些变量很重要，而另一些人则认为不重要，有些人甚至认为文献中报告的关系太不一致，无法得出任何确定的结论。资深作者建议有人应该做一个Meta分析，看看实证数据到底揭示了什么，并要求初级作者这样做。在接下来的几周里，这项任务的艰巨性变得显而易见。有许多文章被认为具有许多不同的概念化和测量策略，许多不同的文化背景，许多不同的年龄，等等，很明显，必须做出许多决定。决定从加德纳及其同事进行的研究开始，只是因为它很容易获得，并使用了一套相当标准的概念，测量操作。令我们惊讶的是，这里的数据比我们最初想象的要多，最后似乎谨慎地将一项研究限制在这个数据集上，并计划进行第二次Meta分析，以考虑其他研究者的研究。我们认为，与试图将所有研究组织成一种格式相比，这种方法将具有更大的灵活性。然而，Meta分析是一项艰巨的任务，到目前为止，我们只完成了这一项。第二项研究正在进行中，但由于两位作者之间的距离太远而有所延迟，更不用说一些逻辑问题，使得在相关文献中很难确定一组共同的结构。这项调查的主要目的是估计动机和态度在加德纳及其同事的研究中对第二语言成就的贡献程度。本Meta分析研究了第二语言成绩与加德纳社会教育模型中的五个态度/动机变量的关系：整合性，对学习情况的态度，动机，整合取向和工具取向。多年来，一些有趣的问题已经在文献中提出了关于第二语言习得的社会教育模式和态度，动机和取向在第二语言成绩中所扮演的角色。例如，一些研究人员提出了具体的假设，推测态度和动机在语言成就中的作用是否会随着学习环境的某些质量而变化（语言在课堂外可用吗？），和/或学习者的素质（态度和动机是否根据学习者的年龄发挥更大的作用？）。 我们很快意识到这些问题可以通过Meta分析来回答，因此重点扩大到包括两个问题：（a）在加德纳模型中，第二语言成绩的各个方面与五个态度/动机特征之间的相关性的最佳估计是什么？以及（B）是否有其他变量，如语言在社区中的可用性或学习者的年龄，影响这些关联的程度？这些关系在Gardner和同事使用态度/动机测试组合进行的研究中进行了检查，以及三种成就测量，包括自我评价，客观测试和成绩。总的来说，Meta分析...
The initial impetus for this investigation was a discussion between the two authors about comments and criticisms in the literature concerning the role of attitudes and motivation in second language learning. It was noted that some researchers seemed to feel that such variables were important, while others felt that they were not, and some even felt that the relationships reported in the literature were too inconsistent to draw any firm conclusions. The senior author suggested that someone should do a meta‐analysis to see exactly what the empirical data revealed and challenged the junior author to do so. In the following weeks, the enormity of the task became apparent. There were many articles that were identified with many different conceptualizations and measurement strategies, many different cultural settings, many different ages, and so forth, and it was obvious that a multitude of decisions would have to be made.To make the task a bit simpler, it was decided to start with research conducted by Gardner and associates simply because it was readily available and used a fairly standard set of concepts and measurement operations. Much to our surprise, there were more data here than we initially supposed, and in the end it seemed prudent to limit one study to this data set and plan a second meta‐analysis to consider research by other investigators. Such an approach, we felt, would permit greater flexibility than trying to organize all studies into one format. Meta‐analyses are enormous undertakings, however, and to date we have only managed to complete this one. The second study is underway, delayed somewhat by the vast distance now separating the two authors, let alone a number of logistical issues that make it difficult to identify a common set of constructs in the relevant literature.A major purpose of this investigation was to estimate the magnitude of the contributions that motivation and attitudes make to achievement in the second language in the research conducted by Gardner and his associates. This meta‐analysis investigates the relationship of second language achievement to the five attitude/motivation variables from Gardner's socioeducational model: integrativeness, attitudes toward the learning situation, motivation, integrative orientation, and instrumental orientation. Over the years, some interesting questions have been raised in the literature concerning the socioeducational model of second language acquisition and the role played by attitudes, motivation, and orientations in second language achievement. For example, some researchers have proposed specific hypotheses speculating whether the role of attitudes and motivation in language achievement may vary as a function of certain qualities of the learning situation (Is the language available outside of the classroom?), and /or qualities of the learner (Do attitudes and motivation play a stronger role depending upon the age of the learner?). We soon realized that these questions could be answered by this meta‐analysis, and thus the focus was expanded to include two questions: (a) What is the best estimate of the correlations in the population between various aspects of second language achievement and the five attitudinal/motivational characteristics in Gardner's model? and (b) Are there other variables, such as the availability of the language in the community or the age of the learners, that influence the magnitude of these associations?These relationships were examined in studies conducted by Gardner and associates using the Attitude/Motivation Test Battery, and three achievement measures including self‐ratings, objective tests, and grades. In total, the meta‐analysis …
影响因子：
4.4
作者：
CLEMENT, R;DORNYEI, Z;NOELS, KA
通讯作者：
NOELS, KA