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Integrative Motivation, Induced Anxiety, and Language Learning in a Controlled Environment

Published online by Cambridge University Press:  07 November 2008

R. C. Gardner ,
J. B. Day  and
P. D. Maclntyre
R. C. Gardner
Affiliation:
University of Western Ontario
J. B. Day
Affiliation:
University of Western Ontario
P. D. Maclntyre
Affiliation:
University of Western Ontario
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Abstract

The study examines the effects of both integrative motivation and anxiety on computerized vocabulary acquisition using a laboratory analog procedure as a microcosm of second language learning. An attempt was made to induce anxiety in one group of subjects by videotaping them while learning. Individual differences in integrative motivation were measured by aggregating relevant scales. Subjects higher in integrative motivation showed superior vocabulary acquisition and tended to initiate a translation more quickly than did those lower in integrative motivation. The anxiety manipulation did not appear to influence behavior during the learning trials. A second set of analyses revealed that subjects with more positive attitudes tended to respond more quickly and consistently to the attitude items. The results are discussed in terms of the operational definition of integrative motivation and its relation to anxiety.

Type
Articles
Information
Studies in Second Language Acquisition , Volume 14 , Issue 2 , June 1992 , pp. 197 - 214
Copyright
Copyright © Cambridge University Press 1992

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