Integrative motivation: Changes during a year-long intermediate-level language course
By R. Gardner, Anne-Marie Masgoret, J. Tennant, Ljiljana Mihić. 2004
375 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/091e6d5ce1e92670edbdfc4fdcca9e55d82ee922
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In Developmental and Educational Psychology
In Language and Linguistics
Citations in the corpus
- Motivational Dynamics in Language Learning: Change, Stability, and Context. (2014, methodology): “Following the example of a longitudinal classroom study by Gardner et al. (2004), the Motometer was introduced to take a series of ten online (i.e., real time) measurements of student motivation during each classroom session of 45–50 minutes.1 Participants received an A4 size sheet of paper with…”
- Second Language Orientation and Self-Determination Theory (2008, positive): “Keywords: self-determination theory; second language motivation; structural equation modeling; chi-square invariance test; orientation; second language achievement Researchers in the field of second language motivation have paid scholarlyattention to a host of reasons for or orientations to learning”
- Student and teacher perceptions of motivational strategies in the foreign language classroom (2012, neutral): “…temporal changes in motivation (e.g. Inbar, Donitsa-Schmidt, and Shohamy 2001; Williams, Burden, and Lanvers 2002) have shown that motivation for language learning declines over time, particularly in situation-specific motives such as attitudes toward the learning situation (Gardner et al. 2004).”
- Motivating Students in the EFL Classroom: A Case Study of Perspectives. (2011, background): “…(Lavelle & Zuercher, 2001) would greatly, in the opinion of the authors, instill a positive attitude in the teachers and in so doing motivate the learners who will also have a change of attitude and self (Csizer & Dornyei, 2005a, b; Dornyei, 2010b; Gardner, 1983, 1985; Gardner et al. 2004).”
- Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement (2009, background): “For example, Gardner, Masgoret, Tennant, & Mihic (2004) found that over the course of the year, university students’ level of motivational intensity, desire to learn French, attitudes toward learning French, integrative orientation, French course evaluation, and French class anxiety decreased sign”
- Learner Attitudes, Perceptions, and Beliefs in Language Learning (2012, background): “Attitudinal change over the course of one FL class has not been shown to be uniformly positive, with some researchers indicating no change (Gardner et al., 2004) or negative change (Worth, 2008).”