Youth Culture and EFL Students’ Development of Integrative Motivation
DOI:
https://doi.org/10.17507/tpls.1104.07Keywords:
motivation, integrative motivation, instrumental motivation, youth culture, attitudesAbstract
The aim of this study is to examine the role of the habitual use of English mediums (English T.V programs and English websites), being informal learning contexts, in Syrian non-English majors university students’ development of integrative motivation. Furthermore, this study aims at highlighting the importance of integrative motivation in foreign language acquisition whether for teachers, learners or language policy makers. Results showed that the students professed positive attitudes towards learning English in general and a good level of integrative motivation. Furthermore, resorting to correlational formula has proven that students’ habitual use of English mediums do have a role in developing integrative motivation especially viewing English T.V programs. It was also noticed that the students’ integrative motivation did have a positive influence on their achievement in the English language course. The most significant implication of this research is that once learners realize that they could use English for self expression, as a desire brought on by the impacts of the international youth culture, they will be more integratively motivated to learn the language.
References
Arsenian, S. (1945). Bilingualism in the post-war world. Psychological Bulletin, 42, 65-86.
Baker, C. (1992). Attitudes and Language. UK. Multilingual Matters.
Bergh, H.V., Kuhlemeier, H., & Melse, L. (1996). Attitudes and achievements in the first Year of German language instruction in Dutch secondary education. The Modern Language Journal. 80, 494-508.
Carroll, J.B. & Sapon, S. (1959). Modern Language Aptitude Test: MLAT. New York: Psychological corporation.
Clement, R., Dornyei, Z, &Noels, K. (1994). Motivation, self-confidence, and group Cohesion in the foreign language classroom. Language learning 44, 417 – 448.
Cooper, R.L. (Ed.) (1982). Language Spread: Studies in Diffusion and social change. Indiana: Indiana University press for the Centre of Applied Linguistics.
De beaugrande, R. (1991). Linguistic theory. Longman.UK.
Dewaele, J.M. (2005). Socio demographic, psychological and politico cultural correlates In Flemish students’ attitudes towards French and English. Journal of multilingual and multicultural development. 26 (2), pp 30-45.
Dewitt, P.E. (1994). Electronic super high way. In Jackson, R.M. Global issues. UK McGraw Hill.
Dornyei, Z. (2001). Attitudes, orientations, and motivations in language learning: Advances in theory, research and applications. University of Nottingham, United Kingdom.
Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second Language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Dornyei, Z., Csizer, K., & Nemeth, N. (2006). Motivation, language attitudes and Globalization: A Hungarian perspective. Cleveland, Buffalo, Toronto: Multilingual Matters LTD.
Dornyei, Z., and K. Csizer. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-462.
Dulay, H., Burt, M. & Krashen, S. (1982). Language two. New York: Oxford University Press.
Dunkel, H. B. (1948). Second language learning. Boston: Ginn.
Erling, E. J. (2001). Globalization, English, and the German university classroom: a sociolinguistic profile of students of English at the Freie Universitat Berlin. Thesis presented for the degree of doctor of philosophy, University of Edinburgh.
Ervin, S. (1954). Identification and bilingualism. Harvard University (Mimeo).
Gardner, R. C., & Lambert, W.E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266-272.
Gardner, R, C. (1960). Motivational variables in second language acquisition. Un published doctoral dissertation, Mc Gill University, Montreal.
Gardner, R. C., & Lambert, W.E. (1972). Attitudes and motivation in second-language Learning. Rowley, MA: Newbury House.
Gardner, R. C., Smythe, P.C., & Smythe, C. L. (1974). The Language Research Group cross national survey: Normative data, 1973-74 (Research Bulletin No. 3). London, Ontario: University of Western Ontario, Department of Psychology.
Gardner, R. C., & Smythe, P.C. (1981). On the development of the Attitude/Motivation Test Battery. Canadian Modern Language Review, 37, 510-525.
Gardner, R. C. (1983). Learning another language: a true social psychological experiment. Journal of language and social psychology, 2, 3, 219-240.
Gardner, R. C. (1985). Social Psychology and social language learning: the role of Attitudes and motivation. Great Britain: Edward Arnold.
Gardner, R. C. (1999). Correlation, causation, motivation and second language acquisition. Canadian Psychology, 41: 1, 10-24.
Gardner, R. C. (2001). Integrative motivation: Past, present and future. University of Western Ontario.
Gardner, R. C. (2007). Motivation and second language acquisition. Porta linguarum, 8, 9-20.
Graddol, D. (1997). The future of English: A guide to forecasting the popularity of English in the 21st century. London: The British Council.
Higgens, E. T. (1987). Self- discrepancy: A theory relating self and affect. Psychological Review, 94,319-340.
Hoffman, E. (1989). Lost in translation: A life in a New Language. New York: Dutton.
Jacobsen, M. & Imhoof, M. (1974). Predicting success in learning a second language. Modern language Journal 58, 329- 36.
Kramsch, C. (2001). Beyond the second vs foreign language dichotomy: The subjective Dimensions of language learning. Paper presented at the conference on Unity and Diversity in language use, University of Reading.
Kuroda,Y. & Suzuki,T. (1991). Arab students and English: The role of implicit culture. Behaviormetrika. 29. 23-44.
Lambert, W.E. (1955). Measurement of the linguistic dominance of bilinguals. Journal of Abnormal and social Psychology, 50, 197- 200.
Lamb,M. (2004). Integrative motivation in a globalizing world. System, 32 (1). pp. 3-19.
Livingstone, L. (2004). The challenge of changing audiences. European Journal of Communication. 19(1), 75-86.
Markwardt, A. H. (1948). Motives for the study of modern languages. Language Learning, 1, 1-11.
Masgoret,A. & Gardner, R. (2003). Attitudes, Motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53(1), 2003, 123-163.
McGroarty,M. (2001). Situating Second Language Motivation. In: Z. Dornyei, and R. W. Schmidt, (Eds.), Motivation and Second Language Acquisition. Honolulu, University of Hawai’i. pp. 69-91.
Mowrer, O. H. (1950). Learning theory, and personality dynamics. New York: Ronald.
Mueller, T.H. (1971). Student attitudes in the basic French course at the University of Kentucky. Modern language Journal 55, 290-8.
Mueller, T.H. & Miller, R.I. (1970). A study of students attitudes and motivation in a French course using programmed language instruction. International review of Applied Linguistics, 8/4, 297-320.
Nida, E. A. (1956). Motivation in second language learning. Language learning, 7, 11-16.
Obeidat, M. M. (2005). Attitudes and Motivation in second Language learning. Journal of Faculty of Education. 18(22), 62-82.
Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W.J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI: The Regents of the University of Michigan.
Piquemal,N., & Renaud, R. (2006). University students’ beliefs and attitudes regarding Foreign language learning in France. TESL Canada Journal. Vol.24, 1, 67-78, Winter 2006.
Sapir, E. (1921). Language: an introduction to the study of speech. Cambridge University press UK.
Schumann, J. H. (2001). Appraisal psychology, neurobiology, and language. Annual Review of Applied Linguistics, 21, 23-42.
Sjoholm, K. (2000). Attitudes towards English and two national languages in Finland. In K. Sj oholm and A. østern (eds), Perspectives on Language and Communication in Multilingual Education.
Spolsky, B. (1969). Attitudinal aspects of second language learning. Language learning 19, 271-283.
Wenden, A. (1991). Learner Strategies for Learner Autonomy. Cambridge: Prentice Hall international.
Yashima, T.(2002). Willingness to communicate in a second language: The Japanese EFL Context. Modern Language Journal, 86, 54-66.
