Ahmed Draia of Adrar Faculty of Art and Languages Department of English Language and Literature

1.1.3. Gardner's (1985) Socio-educative Motivation Model 
Studies on the social psychological understanding of second language development can be 
traced back to 1959, when Gardner and Lambert highlighted the relevance of inspiration and 
abilities in language learning. Canada was a hotbed for studies into the pioneering social 
scientific research of Gardner and Lambert in the 1960s. Gardner (1985) to describe the 
learning and motivation of second language from a socio-psychological viewpoint formalized 
his well-known socio-educational paradigm later. Motivation, according to Gardner (1985), 
primarily focuses on inter-group attitudes and attraction to the target language and community, 
i.e. learning a second language requires student familiarizing themselves with the characteristic 

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of the other cultures, and the success of the learner depends on his/her attitude towards these 
cultures. 
In this frame Gardner argued that "Motivation has been the main operative focus of the 
model which is defined as the L2 student‟s effort and desire to achieve the goal of learning the 
language and favorable attitudes toward learning the language "(Gardner,1985). According to 
Gardner, language learners‟ motivation originates from the general learner attitude, which is 
developed at home and society as well, then the attitude is shaped based on the learning 
situation. 
The Socio-Educational Model of Motivation combines three fundamental structures; 
A. 
Integrativeness: This concept, as mentioned by Gardner (2005, as cited in MacIntyre et 
al. 2009) has two important defining features of integrativeness and motivation. In simple 
terms, integrativeness refers to "how the learner relates to the target culture in various ways" 
(Cook, 2008, p. 223). Put in Gardner's words (2001b), it refers to a learner's "genuine interest in 
learning the second language in order to come closer to the other language community" (p. 5).
"Integrativeness, Attitudes toward the Learning Situation and Motivation form “Integrative Motivation” 
(Gardner, 2001a, February, p. 13).
It involves three measures: 
1. 
Attitudes towards the target language, since it was predicted that positive attitudes 
toward the community would facilitate openness while the negative would impede it. 
2. 
Integrative orientations, which introduce the learner needs in language learning 
in order to communicate, socialize; make friends with members of the other community, 
because people with such interest are more open than other individuals who did not express 
such goals. 

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3. 
Interest in foreign languages: it was hypothesized that certain people would be 
accessible to all classes, even though they were not very interested in the target language 
category.