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ERIC Number: EJ986924
Record Type: Journal
Publication Date: 2012-Dec
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0346-251X
Action Control, Motivated Strategies, and Integrative Motivation as Predictors of Language Learning Affect and the Intention to Continue Learning French
MacIntyre, Peter D.; Blackie, Rebecca A.
System: An International Journal of Educational Technology and Applied Linguistics, v40 n4 p533-543 Dec 2012
The present study examines the relative ability of variables from three motivational frameworks to predict four non-linguistic outcomes of language learning. The study examines Action Control Theory with its measures of (1) hesitation, (2) volatility and (3) rumination. The study also examined Pintrich's expectancy-value model that uses measures of (1) intrinsic and (2) extrinsic goal orientation, (3) task value, (4) self-efficacy, (5) control beliefs, and (6) test anxiety. The third motivational framework is Gardner's (1985; 2010) Socio-educational model with its measures of (1) attitudes toward French Canadians, (2) attitudes toward learning French, (3) interest in foreign languages, (4) desire to learn French, (5) motivational intensity, and (6) French class & use anxiety. The four non-linguistic outcomes are (1) perceived communication competence, (2) language anxiety, (2) willingness to communicate, and (4) the intention to continue language study. Participants include 117 high school French-as-a-second-language students (mean age = 16.6 years; 62% female). Regression analyses show that hesitation plays a significant role in predicting perceived communication competence, language anxiety, and willingness to communicate. The intention to continue French studies, however, was best predicated by positive attitudes. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada