The Language Learning Motivation of Early Adolescent French Immersion Graduates
Article first published online: 14 MAY 2009
© 2009 by the American Council on the Teaching of Foreign Languages, Inc.
Foreign Language Annals
Volume 42, Issue 2, pages 270–286, Summer 2009
How to Cite
Wesely, P. M. (2009), The Language Learning Motivation of Early Adolescent French Immersion Graduates. Foreign Language Annals, 42: 270–286. doi: 10.1111/j.1944-9720.2009.01021.x
- Issue published online: 14 MAY 2009
- Article first published online: 14 MAY 2009
- elementary school;
- immersion education;
- middle school;
- qualitative study
Abstract: This interpretive multiple case study examines the motivation to learn a second language among sixth grade students who attended a French immersion school for grades K–5. Parent surveys, student surveys based on Gardner's Attitude/Motivation Test Battery, and individual and group interviews with students were the data sources used to identify students' second language (L2) learning motivating factors. Survey data indicated that the students shared home background characteristics and had high motivation and similar motivational orientations. Cross-case theme analyses of interviews suggested that, although students appeared to be motivated by both instrumental and integrative factors, relationships with teachers and peers were also influential. Consideration of individual cases indicated that other theories in motivation and second language acquisition could shed more light on L2 learning motivation.