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The combination of the three mentioned components; integrativeness, attitudes towards the
learning
situation, and motivation, are referred to as integrative motivation (Gardner, 1985,
2000). I.e. The one who is motivated to learn the second/foreign
language is the integrative
motivated student, who is open to identifying the other language culture,
and has positive
attitudes toward the learning situation. Integrativeness and attitude toward the learning situation
are presented as two distinct items, but instead, they are linked supports for motivation. This
latter is the major affective aspect contributing to achievement in learning another language.
Masgoret & Gardner claimed "… correlation between motivation
and language achievement
should be higher than the correlation of either integrativeness or attitudes towards the learning
situation with language achievement "(2003, 169). According to Gardner (2001b), based on
this model, if anyone shows high levels of Integrativeness and/or
supportive Attitudes toward
the Learning Situation, but these are not connected to Motivation to Learn the Language, these
variables would not be especially strongly related to achievement.
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