Existence of Integrative Motivation in an Asian EFL Setting.

By Clyde A. Warden, Hsiu-Ju Lin. 2000

275 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c99ce7d31845ba4b717b39a4bdeed66e52dfb0ba

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. M. Lamb
2. Jian-E Peng
3. Huo-Tsan Chang
4. Judy F. Chen
5. C. McBride-Chang
6. K. Wong
7. Y. Hong
8. D. Lin

In Literature and Literary Theory

1. M. Lamb
2. Jian-E Peng
3. Huo-Tsan Chang
4. Judy F. Chen
5. C. McBride-Chang
6. K. Wong
7. Y. Hong
8. D. Lin

Citations in the corpus

• Integrative Motivation in a Globalizing World. (2004, background): “…contexts around the world, where l arners have limited contact with L2 speakers or their culture, rarely reach beyond an intermediate level and where an instrumental orientation may be more helpfu in promoting successful learning (e.g. Dörnyei, 1990, Oxford and Shearin, 1994, Warden and Lin, 2000).”
• THE INTERNAL STRUCTURE OF LANGUAGE LEARNING MOTIVATION AND ITS RELATIONSHIP WITH LANGUAGE CHOICE AND LEARNING EFFORT (2005, unknown): “…has been the other most frequently highlighted variable in L2 motivational studies (e.g., Belmechri & Hummel, 1998; Dörnyei, 1990; Gardner, 1985; Gardner & MacIntyre, 1991; Kraemer, 1993; Lukmani, 1972; Shaaban & Ghaith, 2000; Tremblay & Gardner, 1995; Warden & Lin, 2000; Wen, 1997).”
• Second Language Orientation and Self-Determination Theory (2008, unknown): “Similarly, Taiwanese EFL students were mainly motivated by requirement rather than by either integrative or instrumental orientation (Warden & Lin, 2000).”
• To Investigate ESL Students’ Instrumental and Integrative Motivation towards English Language Learning in a Chinese School in Penang: Case Study (2017, background): “Warden and Lin (2000) also suggested that students are generally instrumentally motivated when comes to learning a second language.”
• Willingness to Communicate in an L2 and Integrative Motivation among College Students in an Intensive English Language Program in China (2007, background): “On the contrary, students in an English-as-aforeign-language (EFL) learning context mainly learn English as a compulsory school subject (Warden & Lin, 2000).”
• Motivators That Do Not Motivate: The Case of Chinese EFL Learners and the Influence of Culture on Motivation (2005, methodology): “With this in mind, questions allowed respondents to indicate the importance of English when interacting with others, as in the case of social connections and gaining social prestige (drawn directly from Warden & Lin, 2000), which could include native or nonnative English speakers.”
• Reading motivation and reading comprehension in Chinese and English among bilingual students (2011, background): “A stronger emphasis on instrumentalism for second language learning has been found in other studies as well (Grosse, Tuman, & Critz, 1998; Huang, 2008; Warden & Lin, 2000).”
• Demotivation: Understanding Resistance to English Language Learning - The Case of Vietnamese Students (2007, background): “…indicate that motivation is one of the main determining factors in an individual‟s success in developing a second (L2) or foreign language (FL) (see, e.g., Dornyei, 1990, 2001a, 2001b; Gardner, Lalonde, Moorcroft, & Evers, 1985; Oxford & Shearin, 1994; Scarcella & Oxford, 1992; Warden & Lin, 2000).”