Categorising motivational drives in second language acquisition

Categorising motivational drives in second language acquisition

• Green, Christopher Frank English Language Centre, Hong Kong Polytechnic University

Language, Culture and Curriculum, 12(3), 265-279, 1999

Routledge

1999

• C Psychology & Learning
  • CC Motivation of Learning
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language

Cantonese English (Second Language) Foreign Countries Language of Instruction Learning Motivation Questionnaires Second Language Instruction Second Language Learning Student Motivation Hong Kong

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

The survey involved 1978 Cantonese native-speaking subjects undertaking a programme of English in the Workplace (EIW) at the Hong Kong Polytechnic University. This number represents almost the complete population of undergraduate students undertaking this mandatory course in their second year of tertiary-level study. The students answered a questionnaire, previously piloted in a sub-sample of 30, and were assigned on the basis of their responses to the four categories of motivational regulation proposed in Deci and Ryan (1985): External, Introjected, Identified and Integra the conventional classification of motivation into Extrinsic and Intrinsic, or Instrumental and Integrative, has serious limitations in the field of language learning and fails to provide a meaningful developmental model for students and teachers. The pilot study drew attention to the need to add a category of Avoidant, for students for whom all of the expressions of motivation to learn English, were found to be excessive. The main study showed that Identified Regulation was dominant (49%) and suggests that the transition from Identified to Integrated Regulation is the principal challenge facing teachers and students. Some 19% of the students fell into the Avoidant category. The implications of the study are discussed.
[Copyright of Language, Culture and Curriculum is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/07908319908666583]

• English

Journal Articles

• 07908318

• 10.1080/07908319908666583

https://bibliography.lib.eduhk.hk/en/bibs/0b012e00

2010-11-24