Integrative Motivation as a Predictor of Success in the Intermediate Foreign Language Classroom

Authors

Todd A. Hernandez, Marquette UniversityFollow

Document Type

Article

Language

eng

Publication Date

12-2006

Publisher

Wiley

Source Publication

Foreign Language Annals

Source ISSN

0015-718x

Abstract

This study investigates the ability of three variables—integrative motivation, instrumental motivation, and the need to fulfill a university foreign language requirement—to predict: (1) scores on a simulated oral proficiency interview (SOPI) and (2) the desire to enroll in a foreign language after fulfilling the language requirement. Analysis of data from a questionnaire and a SOPI administered to 130 students completing their fourth‐semester Spanish course identified integrative motivation as a significant predictor of both SOPI scores and students' desire to continue studying Spanish beyond the four‐semester foreign language requirement. A negative relationship was also found between the need to fulfill the language requirement and an intention to continue with further studies in Spanish. The findings support a focus on classroom activities that enhance integrative motivation as a means of increasing student success in the foreign language classroom.

Comments

Accepted version. Foreign Language Annals, Vol. 39, No. 4 (December 2006): 605-617. DOI. © 2006 Wiley. Used with permission.

Recommended Citation

Hernandez, Todd A., "Integrative Motivation as a Predictor of Success in the Intermediate Foreign Language Classroom" (2006). Spanish Languages and Literatures Research and Publications. 59.
https://epublications.marquette.edu/span_fac/59