Motivation in Foreign Language Learning The Relationship.pdf

Carnegie Mellon University Research Showcase @ CMU Dietrich College Honors Theses Dietrich College of Humanities and Social Sciences 4-2010 Motivation in Foreign Language Learning : The Relationship between Classroom Activities, Motivation, and Outcomes in a University Language-Learning Environment J aclyn Bernard Carneg ie Mellon University Follow this and additional wor s at : /hsshonors Part of the Modern Languages Commons This Thesis is brought to you for free and open access by the Dietrich College of Humanities and Social Sciences at Research Showcase @ CMU. It has been accepted for inclusion in Dietrich College Honors Theses by an authorized administrator of Research Showcase @ CMU. For more information, please contact research-showcase@. Motivation in Foreign Language Learning: The Relationship between Classroom Activities, Motivation, and Outcomes in a University Language-Learning Environment Jaclyn Bernard Carnegie Mellon University Dept. of Social and Decision Sciences April 14, 2010 1 Abstract In the study of academic motivation in a language-learning setting, motivation has traditionally been considered an independent variable. The present study treats it as both a dependent function of classroom activities and an independent predictor of study time, expected grade, and whether a student will continue to study the language. Six distinct motivational types are discussed: motivation about the language, motivation about the class, confidence, external motivation, whether the class feels required, and self-reported motivation. Motivation about the language is found to be of particular importance in predicting outcomes, along with fun activities and activities that promote language use about students’ own lives and interest