Action Control, Motivated Strategies, and Integrative Motivation as Predictors of Language Learning Affect and the Intention to Continue Learning French

Autor/inn/en	MacIntyre, Peter D.; Blackie, Rebecca A.
Titel	Action Control, Motivated Strategies, and Integrative Motivation as Predictors of Language Learning Affect and the Intention to Continue Learning French
Quelle	In: System: An International Journal of Educational Technology and Applied Linguistics, 40 (2012) 4, S.533-543 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0346-251X
DOI	10.1016/j.system.2012.10.014
Schlagwörter	Foreign Countries; Student Motivation; Self Efficacy; Goal Orientation; French; Regression (Statistics); Positive Attitudes; High School Students; Intention; Second Language Learning; Second Language Instruction; Correlation; Language Attitudes; Predictor Variables; Affective Measures; Outcome Measures; Outcomes of Education; Student Attitudes; French Canadians; Canada + Suchen Sie Ihr Suchwort? Ausland; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Französisch; Regression; Regressionsanalyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrelation; Sprachverhalten; Prädiktor; Lernleistung; Schulerfolg; Schülerverhalten; Frankokanadier; Kanada
Abstract	The present study examines the relative ability of variables from three motivational frameworks to predict four non-linguistic outcomes of language learning. The study examines Action Control Theory with its measures of (1) hesitation, (2) volatility and (3) rumination. The study also examined Pintrich's expectancy-value model that uses measures of (1) intrinsic and (2) extrinsic goal orientation, (3) task value, (4) self-efficacy, (5) control beliefs, and (6) test anxiety. The third motivational framework is Gardner's (1985; 2010) Socio-educational model with its measures of (1) attitudes toward French Canadians, (2) attitudes toward learning French, (3) interest in foreign languages, (4) desire to learn French, (5) motivational intensity, and (6) French class & use anxiety. The four non-linguistic outcomes are (1) perceived communication competence, (2) language anxiety, (2) willingness to communicate, and (4) the intention to continue language study. Participants include 117 high school French-as-a-second-language students (mean age = 16.6 years; 62% female). Regression analyses show that hesitation plays a significant role in predicting perceived communication competence, language anxiety, and willingness to communicate. The intention to continue French studies, however, was best predicated by positive attitudes. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10