Motivation and Satisfaction of Minnesota Community College Students and Instructors Toward Credit and Non-credit Foreign Language Courses
Author: Anne Siren Levig
Publisher:
Published: 1982
Total Pages: 490
ISBN-13:
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Author: Anne Siren Levig
Publisher:
Published: 1982
Total Pages: 490
ISBN-13:
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Publisher:
Published: 1994
Total Pages: 456
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Publisher:
Published: 1989
Total Pages: 984
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DOWNLOAD EBOOKAuthor: University of Minnesota
Publisher:
Published: 1976
Total Pages: 466
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Publisher:
Published: 2002
Total Pages: 776
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Publisher:
Published: 2014
Total Pages: 204
ISBN-13:
DOWNLOAD EBOOKOne of the problems observed in foreign language classes at the community college level is high rates of attrition. This study investigated the relationship of student motivation in learning a foreign language at community colleges to their final class grades using Gardner's socio-educational model as the framework and his Attitude/Motivation Test Battery as the instrument. There are few motivation studies focusing on students in community colleges. This study also examined the relationships of students' school, career goal, and degree goal related characteristics, their perceived problems, and their demographic and family background characteristics to their final grades. The main purpose was to find variables which were strong predictors of student final grades in their foreign language classes. Participants were 495 students studying less commonly taught foreign languages, namely Japanese, Chinese, Russian, and Arabic and also French, a commonly taught foreign language, in community colleges in Southern California. This study found that the community college foreign language students had on average a strong integrative orientation and a strong interest in foreign languages as well as a favorable attitude toward learning the foreign language and toward native speakers of the foreign language. Analyses of variance revealed that means for some motivational variables were statistically different among different grade groups, among different levels and among five language groups. Although Gardner claimed that more integratively motivated students would exhibit higher proficiency, this study did not find any significant difference in integrativeness among different grade groups. Variables such as age, home language, attended semesters, completed units, current GPA, high school GPA, and students' concern about grade were found to have significant correlations with student final grades. Multiple regression analysis revealed that the variables which made the strongest unique contribution in explaining the dependent variable, Grade, were current GPA, perceived problems and language aptitude. Gardner's AMI was not found to make a significant contribution. Path analysis revealed a causal relationship of language aptitude to AMI. However, such a relationship between AMI and Grade was not confirmed. Another path analysis revealed causal relationships of current GPA, perceived problems, language aptitude, age, and semesters attended to Grade. Identifying variables that have a causal relationship with Grade will help educators find ways to lower attrition rates in foreign language classes. The recommendations include creating opportunities for the students to associate with the native speakers and to recognize the advantages of having skills in a foreign language, especially in their future career. Another recommendation is for changes to be made in counseling of students to reduce students' perceived problems.
Author: David Lasagabaster
Publisher: John Benjamins Publishing Company
Published: 2014-07-31
Total Pages: 199
ISBN-13: 9027269750
DOWNLOAD EBOOKMotivation is a key aspect of second language learning. There is no doubt that abstract models are basic to gain theoretical insights into motivation; however, teachers and researchers demand comprehensible explanations for motivation that can help them to improve their everyday teaching and research. The aim of this book is to provide both theoretical insights and practical suggestions to improve motivation in the classroom. With this in mind, the book is divided into two sections: the first part includes innovative ideas regarding language learning motivation, whereas the second is focused on the relationship between different approaches to foreign language learning – such as EFL (English as a foreign language), CLIL (Content and Language Integrated Learning) or immersion – and motivation. Both sections have an emphasis on pedagogical implications that are rooted in both theoretical and empirical work.
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Publisher:
Published: 1984
Total Pages: 814
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Published: 1992-06
Total Pages: 320
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