<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Impelled by the observation that motivation might be one of the most important factors within the affective domain influencing foreign language learning (FLL), the field of second language acquisition (SLA) has seen an intense worldwide interest in empirical research in motivational issues. The studies have been rooted in different theories and methodologies, (most notably those advanced by Gardner and Dörnyei and their respective associates) that have given precedence to a number of variables assumed to play an important role in understanding the phenomenon of FLL motivation. The present study is set between the macroperspective of the social-psychological period–by giving a general view of second language motivation–and the situation-specific period–by taking into consideration the immediate learning context. It focuses on exploring the nature of FLL motivation in Croatia at secondary education level where FLL is part of core curriculum. In particular, it explores the role of one specific contextual variable that has been largely ignored in SLA motivational research, i.e. type of school environment, and its interaction with gender and success in FLL.</p></abstract>

Impelled by the observation that motivation might be one of the most important factors within the affective domain influencing foreign language learning (FLL), the field of second language acquisition (SLA) has seen an intense worldwide interest in empirical research in motivational issues. The studies have been rooted in different theories and methodologies, (most notably those advanced by Gardner and Dörnyei and their respective associates) that have given precedence to a number of variables assumed to play an important role in understanding the phenomenon of FLL motivation. The present study is set between the macroperspective of the social-psychological period–by giving a general view of second language motivation–and the situation-specific period–by taking into consideration the immediate learning context. It focuses on exploring the nature of FLL motivation in Croatia at secondary education level where FLL is part of core curriculum. In particular, it explores the role of one specific contextual variable that has been largely ignored in SLA motivational research, i.e. type of school environment, and its interaction with gender and success in FLL.

Motivation in foreign language learning: a look at type of school environment as a contextual variable

Faculty of Humanities and Social Sciences, Osijek

ExELL

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Impelled by the observation that motivation might be one of the most important factors within the affective domain influencing foreign language learning (FLL),...

Motivation in foreign language learning: a look at type of school environment as a contextual variable

Publié en ligne: 22 avr. 2016

Pages: 77 - 103

Reçu: 07 sept. 2015

Accepté: 15 sept. 2015

DOI: https://doi.org/10.1515/exell-2016-0004

Mots clés
motivation, grammar school, vocational school, Croatia, EFL

© 2014 Višnja Pavičić Takać et al., published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Motivation in foreign language learning: a look at type of school environment as a contextual variable

Publié en ligne: 22 avr. 2016

Pages: 77 - 103

Reçu: 07 sept. 2015

Accepté: 15 sept. 2015

DOI: https://doi.org/10.1515/exell-2016-0004

Mots clésmotivation, grammar school, vocational school, Croatia, EFL

© 2014 Višnja Pavičić Takać et al., published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
motivation, grammar school, vocational school, Croatia, EFL