The Interrelatedness of Affective Factors in EFL Learning: An Examination of Motivational Patterns in Relation to Anxiety in China

Autor/in	Wei, Ming
Titel	The Interrelatedness of Affective Factors in EFL Learning: An Examination of Motivational Patterns in Relation to Anxiety in China
Quelle	In: TESL-EJ, 11 (2007) 1, (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Correlation; Affective Behavior; Learning Motivation; Anxiety; Asians; Foreign Countries; Surveys; Questionnaires; Predictor Variables; Undergraduate Students; Environmental Education; Student Attitudes; Language Proficiency; China; China (Beijing); Foreign Language Classroom Anxiety Scale + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrelation; Affective disturbance; Active behaviour; Affektive Störung; Motivation for studies; Lernmotivation; Angst; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Survey; Umfrage; Befragung; Fragebogen; Prädiktor; Umweltbildung; Umwelterziehung; Umweltpädagogik; Schülerverhalten; Language skill; Language skills; Sprachkompetenz
Abstract	This study examines the motivational pattern in relation to the anxiety of Chinese learners of English. Based on a survey consisting of an anxiety questionnaire and a motivation questionnaire, the findings revealed an unbalanced pattern of two types of motivation clusters that resembled the integrative-instrumental duality, with the level of instrumental motivation significantly higher than that of integrative motivation. Although anxiety and motivation overall were not significantly correlated, integrative motivation was found to be a predictor of low anxiety. The school requirement was the only motivation for English learning that was significantly positively correlated with anxiety. This study suggests a context-specific approach to understanding the interrelatedness of affective factors in English learning; it provides implications for policy making in EFL settings like China where learners have limited exposure to the target language instruction is examination oriented and English is mostly emphasized as a tool for attaining instrumental goals. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01