Investigating integrative and instrumental motivation and vocabulary learning among third year english as a foreign language secondary school students at Batna province, Algeria
Joint Authors
Hamitouche, Fatihah
Kalkwl, Nasimah
Source
Revue des Lettres et Sciences Sociales
Issue
Vol. 18, Issue 2 (30 Jun. 2021), pp.316-330, 15 p.
Publisher
Mohamed Lamine Dabaghine-Setif 2 University
Publication Date
2021-06-30
Country of Publication
Algeria
No. of Pages
15
Main Subjects
Educational Sciences
Languages & Comparative Literature
Topics
Abstract AR
تطرقت العديد من البحوث حول العالم إلى دراسة العلاقة الارتباطية بين التحفيز و التحصيل العلمي، إلا أن قلة منها تناولت هذه المسألة فيما يتعلق بتعلم المفردات، خصوصا في سياق تعلم اللغات الأجنبية.
تسعى هذه الدراسة إلى استطلاع مدى تأثير التحفيز على تعلم مفردات اللغة الإنجليزية وذلك على مستوى التعليم الثانوي في الجزائر.
شارك في الاستفتاء مئة تلميذ من المستوى الثالث في الطور الثانوي.
جمعت البيانات عن طريق استبيان تم اعتماده من مجموعة جاردنر للأسئلة المتعلقة بالحوافز و الاتجاهات وهذا لتقييم نوع حوافز المشتركين استنادا للتفرع الثنائي لجاردنر المتمثل في الحوافز التكميلية والنفعية.
كما تم تخصيص قسم إضافي في الاستبيان للاطلاع على علاقة نوع التحفيز بمدى معرفة التلاميذ لمفردات اللغة الإنجليزية.
أظهرت النتائج تفوق أداء التلاميذ ذوي الحوافز التكميلية.
تساعد نتائج هذه الدراسة الأساتذة على اتخاذ التدابير الملائمة من أجل بعث الحوافز المناسبة في نفوس تلاميذ الثانويات، و بالتالي تقوم بتسليط المزيد من الضوء على المشاكل التي تصادف التلاميذ الجزائريون في تعلم اللغة الإنجليزية كلغة أجنبية.
Abstract EN
A myriad of studies around the world have attempted to study the interdependence of motivation and achievement, however, few have tackled the issue in relation to vocabulary learning, noticeably, in foreign language learning contexts.
The present work was developed in order to explore the influence of motivation on Algerian EFL secondary schools learners' vocabulary learning.
A total of 100 EFL students who were at the third-year level of secondary education took part in the study.
Data was gathered through the administration of a questionnaire adapted from Gardner's (1985) AMTB to assess participants' type of motivation according to the instrumental/integrative dichotomy.
An additional section of the questionnaire was devoted to examining their level of English vocabulary knowledge.
Results indicated the outperformance of the integratively motivated learners in vocabulary knowledge.
The study outcomes can serve to help educators to take appropriate measures to instil stronger motivation among secondary school students and consequently shed more light on the existing problems Algerian learners experience in their EFL learning.
Abstract FRE
A myriad of studies around the world have attempted to study the interdependence of motivation and achievement, however, few have tackled the issue in relation to vocabulary learning, noticeably, in foreign language learning contexts.
The present work was developed in order to explore the influence of motivation on Algerian EFL secondary schools learners' vocabulary learning.
A total of 100 EFL students who were at the third-year level of secondary education took part in the study.
Data was gathered through the administration of a questionnaire adapted from Gardner's (1985) AMTB to assess participants' type of motivation according to the instrumental/integrative dichotomy.
An additional section of the questionnaire was devoted to examining their level of English vocabulary knowledge.
Results indicated the outperformance of the integratively motivated learners in vocabulary knowledge.
The study outcomes can serve to help educators to take appropriate measures to instil stronger motivation among secondary school students and consequently shed more light on the existing problems Algerian learners experience in their EFL learning.
American Psychological Association (APA)
Kalkwl, Nasimah& Hamitouche, Fatihah. 2021. Investigating integrative and instrumental motivation and vocabulary learning among third year english as a foreign language secondary school students at Batna province, Algeria. Revue des Lettres et Sciences Sociales،Vol. 18, no. 2, pp.316-330.
https://search.emarefa.net/detail/BIM-1247884
Modern Language Association (MLA)
Kalkwl, Nasimah& Hamitouche, Fatihah. Investigating integrative and instrumental motivation and vocabulary learning among third year english as a foreign language secondary school students at Batna province, Algeria. Revue des Lettres et Sciences Sociales Vol. 18, no. 2 (2021), pp.316-330.
https://search.emarefa.net/detail/BIM-1247884
American Medical Association (AMA)
Kalkwl, Nasimah& Hamitouche, Fatihah. Investigating integrative and instrumental motivation and vocabulary learning among third year english as a foreign language secondary school students at Batna province, Algeria. Revue des Lettres et Sciences Sociales. 2021. Vol. 18, no. 2, pp.316-330.
https://search.emarefa.net/detail/BIM-1247884
Data Type
Journal Articles
Language
English
Notes
Includes bibliographical references : p. 327-329
Record ID
BIM-1247884
