Abstract
This study investigates students’ L2 motivational orientations and attitude which are major components of L2 motivation. The concepts of integrative and instrumental orientations and attitude in this study were adopted and adapted from Gardner’s socio-educational model (1985). 219 M.3 (Grade 9) students in all six governmental secondary schools in the three southernmost cities in Thailand, namely Pattani, Yala, and Narathiwas participated in this study. The questionnaire with 10 items assessing the students’ integrative and instrumental orientations and attitude was the main instrument. The results indicate that the students have strong instrumental orientation together with moderately high integrative orientation and favorable attitude. All three motivational components were found significantly different between the male and female students. In regard to the difference between the students with and without experience in English speaking countries, significant difference was on integrative orientation. Last, there was no significant difference on integrative and instrumental orientations and attitude between the students with the above and below average English grade.
Highlights
Motivation is a concept that numbers of attempt to define it and to understand its mechanism have been carried out (Brown, 2000; Dörnyei, 2001a)
The results indicate that the students have strong instrumental orientation together with moderately high integrative orientation and favorable attitude
Most items demonstrating instrumental orientation occupy the highest rankings in terms of level of agreement
Summary
Motivation is a concept that numbers of attempt to define it and to understand its mechanism have been carried out (Brown, 2000; Dörnyei, 2001a). Scholars have questioned and investigated what makes people decide to do certain things and keep pursuing them referring to motivation as a ‘drive’, ‘goal’, ‘need’, ‘desire’, etc. (De Bot, 2005; Dörnyei, 2001a; Gardner, 1985). Motivation was first approached psychologically in early studies, and since 1960s, it has become one of the major issues among studies in second language learning. Motivation in second language acquisition is regarded as a primary attribution directly connected to L2 (second language) achievement (Gardner, 1985; Gardner & Lalonde, 1985). Research conducted on the relationship between learners’ motivation and their L2 achievement have proven that more motivated learners better achieve L2 and vice versa (Bernaus & Gardner, 2008; Gardner, 1959; Gardner & MacIntyre, 1991)
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