Integrative motivation: Changes during a year-long intermediate-level language course
Integrative motivation: Changes during a year-long intermediate-level language course
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DOI：
10.1111/j.1467-9922.2004.00247.x
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发表时间：
2004-03-01
影响因子：
4.4
通讯作者：
Mihic, L
中科院分区：
文献类型：
--
作者：
Gardner, RC;Masgoret, AM;Mihic, L
第二语言习得的社会教育模型认为语言学习是一个动态的过程，情感变量影响语言成就，语言学习中的成就和经验可以影响某些情感变量。强调五类变量：整体性、对学习情境的态度、动机、语言焦虑和工具导向。本研究对一年的中级法语课程进行了研究，发现某些情感特征比其他情感特征更容易改变，而且随着时间的推移，这种变化模式会受到课程成绩的影响。相关研究结果表明，从一个班级到另一个班级的情感测量差异很小，并且日常状态动机水平在很大程度上是不变的，而状态焦虑可能受到环境事件的影响。
The socioeducational model of second language acquisition postulates that language learning is a dynamic process in which affective variable influence language achievement and achievement and experiences in language learning can influences some affective variables. Five classes of variable are emphasized: integrativeness, attitudes toward the learning situation, motivation, language anxiety, and instrumental orientation. The present study of a 1-year intermediate-level French course reveals that some affective characteristics are more amenable to change than others, and that patterns of change over time are moderated by achievement in the course. Related findings demonstrate very few differences on the affective measures from one class section to another, and that day-to-day levels of state motivation are largely invariant, whereas state anxiety might be influenced by environmental events.