Attitudes, Motivation, and Second Language Learning: A Meta‐Analysis of Studies Conducted by Gardner and Associates

By Anne-Marie Masgoret, R. Gardner. 2003

1,205 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/1994bd5a695d263de476cb9ba769bbdde7ceaa5a

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Citations in the corpus

Sociodemographic, Psychological and Politicocultural Correlates in Flemish Students' Attitudes towards French and English (2005, background): “For recent work on motivational research see also Noels (2001), Dörnyei (2001b, 2003b) and Masgoret and Gardner (2003).”
L2 grit: Passion and perseverance for second-language learning (2020, background): “Although research on some of these factors, such as second language (L2) motivation (Masgoret & Gardner, 2003), aptitude (Li, 2016), or anxiety (Teimouri, Goetze, & Plonsky, 2019) has come of age, research on one particular learner factor remains at its infancy: Personality.”
Students attitudes, motivation and anxiety towards English language learning (2008, background): “This promotes their willingness to communicate and seeking out opportunities to practice the language as good language learners (Masgoret & Gardner, 1994 cites Stern, 1975 & Rubin 1985).”
The impact of CLIL on affective factors and vocabulary learning (2015, background): “First of all, research studies in different contexts demonstrate that there is a clear correlation between motivation and language learning (Masgoret & Gardner, 2003).”
Learning Chinese abroad: the role of language attitudes and motivation in the adaptation of international students in China (2010, background): “The underlying dynamics have been attributed to the fact that higher levels of integrativeness contribute to the prediction of higher levels of motivation (Masgoret and Gardner 2003 ), and both are associated with high levels of intercultural contact (Masgoret and Gardner 1999 ).”
Japanese Vocabulary Acquisition by Learners in Three Contexts. (2008, background): “While there may be intervening factors such as motivation and aptitude that connect vocabulary acquisition and socialization (cf. Brecht et al., 1995; Gardner, Masgoret & Tremblay, 1999; Masgoret & Gardner, 2003), the connection is at least one worth exploring through further research.”
The Relationship Among Motivation, Interaction, and the Development of Second Language Oral Proficiency in a Study-Abroad Context (2010, background): “The results of the fourth research question emphasize the importance of integrative motivation in the L2 acquisition process (Dörnyei & Clément, 2000; Dörnyei & Schmitt, 2001; Gardner, 1985, 2000; Masgoret & Gardner, 2003).”
English achievement and student motivation in CLIL and EFL settings (2011, background): “Masgoret and Gardner's ( 2003 ) meta-analysis of studies undertaken by Gardner and associates, in which 75 independent samples and more than 10,000 participants were analysed, concluded that this correlation is largely positive.”