Measuring Integrativeness as a Motivation for Second-Language Acquisition of Arabic in Learners at Saudi Arabia’s Arabic Language Institutes
DOI:
https://doi.org/10.17507/tpls.1312.06Keywords:
second language learning, Arabic, instrumental motivation, integrative motivation, liturgical languagesAbstract
Integrativeness, or the desire a second-language (L2) learner to integrate into their target L2 community, has been shown to be a strong motivation toward L2 learning. Aspects of identity, such as desire to learn a liturgical language (LL) associated with the L2 learner’s religion, or the level of ability for the L2 learner to develop a clear vision of their future L2 self, have also been shown to be strong L2 motivators. Arabic is the LL of Islam, and it is also the heritage language (HL) of the Kingdom of Saudi Arabia (KSA). Although levels of integrativeness will likely greatly impact L2 learning progress among learners at these ALIs, currently, an instrument does not exist for accurately measuring integrativeness into the target L2 community in KSA. The objective of this study was to develop a new instrument to measure Saudi integrativeness in L2 Arabic learners from KSA ALIs Diploma Programs. A total of 66 learners in three of the ALIs Diploma Programs completed the instrument. Twenty-three items were reduced to 16 through factor analysis, which revealed the following subscales: intellectual integrativeness, social integrativeness, remote admiration, and anti-integrativeness. While most of the sample was Muslim and displayed high levels of social and intellectual integrativeness and were interested in learning about cultural topics, they also placed priority on the quality of the classroom environment. The ALI classroom environment could be negatively impacted by a predominance of learners with anti-integrative attitudes, who are also less likely to be motivated and succeed at the individual level.
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