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Journal of Undergraduate Research

Keywords

dual-immersion program, Spanish-English, second grade, peer relations, motivation

College

Family, Home, and Social Sciences

Department

Anthropology

Abstract

While there are many different models for how motivation works and what it is in second language acquisition, Gardner’s model dominated the research for over 30 years and continues to be the most well-known (Oxford 1996). Gardner explained motivation in second language acquisition with what he called the Socio-Educational Model (Gardner 1998). This model distinguished between three levels of motivation which move upward toward a broader and broader degree of motivation. At the first level is integrative orientation (An orientation, according to Gardner and Tremblay 1994, is a group of reasons for studying a language). Integrative orientation deals with having a desire for cultural and linguistic integration. At the second level of Gardner’s model is integrativeness and attitudes toward the second language (L2) learning situation. Integrativeness is similar to integrative orientation with the addition of two attitudinal factors, one being an interest in foreign languages in general, and the other being attitudes toward the target community. Finally, at the third level of Gardner’s model is (1) effort, (2) desire to learn the language, and (3) attitudes toward learning the language. Later he also added another component in response to criticism for overemphasizing the socio-psychological aspects of motivation which he called an instrumental orientation that took into account non socio-psychological reasons for studying a language such as job advancement and educational achievement (Gardner & Tremblay 1994).

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