Integrative and instrumental motivation pdf

Integrative and instrumental motivation pdf
An integrative and instrumental motivation nineteen-item questionnaire adopted from standardized questionnaires such as Attitude Motivation Test Battery (AMTB) [1 & …
achieve a particular goal (instrumental motivation) or to become an indistinguishable member of the target community ( integrative motivation ). Having the desire to achieve a …
Toward classroom-friendly models of motivation: A data-led investigation into student perceptions of motivating and demotivating classroom factors, and the relationship between student orientations and preferred classroom activities.
Abstract. This study investigates the ability of three variables—integrative moti vation, instrumental motivation, and the need to fulfill a university foreign language requirement—to predict: (1) scores on a simulated oral proficiency interview (SOPI) and (2) the desire to enroll in a foreign language after fulfilling the language require
Abstract This paper explores the role of integrative and instrumental motivation in the L2 learning of local Malaysian ESL university students, and attempts to discover which type of motivation plays a
two kinds of motivation, namely instrumental and integrative. Gardener and Lambert (1972) carried out an extensive study in Quebec, Ontario, Hartford, Connecticut, Louisiana and Maine.
Integrative motivation was defined in terms of a median split on scores obtained on subtests from the Attitude/Motivation Test Battery, while instrumental motivation was situationally determined in terms of monetary reward for doing well. The results demonstrated that both integrative motivation and instrumental motivation facilitated learning. Other results indicated that instrumentally
Determinants of international students’ adaptation: examining effects of integrative motivation, instrumental motivation and second language proficiency
Three types of motivation were measured: intrinsic, extrinsic/instrumental and integrative (Noels, 2003). The findings showed that integrative motivation/international posture was the popular motive for learning English (M=5.369), followed by intrinsic (M=4.991) and extrinsic/instrumental motivations (M=4.732). This indicated that English was learned in order to converse and associate with
Intrinsic, Extrinsic, and Integrative Orientations of French Canadian Leamers of English Kimberiy A. Noels, Richard Clement, and Luc G. Pelletier Abstract: The present study had two purposes: (a) to replicate pre-vious research on intrinsic and extrinsic motivation for language leaming in French Canadian students of English, and (b) to consider the relations between intrinsic and extrinsic
distinguished between integrative and instrumental motivation. But we didn’t even use those terms in that article. They stated “Motivation is iden tified primarily with the learner’s orientation toward the goal of learning a second language. Integrativ e motivation is identified with positive attitudes toward the target language group and the potential for integrating into that group, or
Running Head: SURVEY STUDY OF INTEGRATIVE AND INSTRUMENTAL MOTIVATION IN 6th International Conference on Language, Education, and Innovation 29th – 30th October, 2016
Keywords: motivation, instrumental motivation, integrative motivation, SIIT, undergraduate students 1. Introduction Motivation is defined as the extent ones strive to acquire the language because of the desire to do so and the satisfaction derived from it Gardner (1985). Motivation is considered significant in its role in language learning success. Along this line of thoughts, students
Her research, based on a model including eight different kinds of motivation (Intrinsic, Integrative, Instrumental, Self-confidence, Anxiety, Motivational strength, Cooperative and Competitive), found that after Intrinsic motivation, i.e. doing things for the enjoyment of it, Integrative motivation was the highest form of motivation among language learners.
Wong (2011) investigated the effects of both instrumental and integrative motivation on third-year Chinese undergraduates in learning ESL, and sought to find the type of motivation which played a more important role in their second language learning process.
Thus, having the importance of motivation in mind, the present paper aimed at investigating the relationship between integrative-instrumental motivation and language proficiency of second language learners. Based on the objectives of the study, the following questions are proposed: 1. proficiency in learning a foreign language? 2. Is there a significant relationship be proficiency in …

Globalization and EFL Learning Motivation A New

Integrative Motivation as an Essential Determinant of
observed in the studies that instrumental motivation was different from integrative motivation as the focus was on a more utilitarian value of linguistic achievement. The most effective way to get insight into the learning process is to study the learners’
Abstract—T hec ur n tsdy aim v g relationship between the learners’ integrative and instrumental motivation and English proficiency among Iranian EFL learners.
An Investigation into Attitudes towards Learning English and the Motivation Type (Integrative vs. Instrumental) in Iranian Students at Universiti Kebangsaan Malaysia

The study examines the effects of both integrative motivation and anxiety on computerized vocabulary acquisition using a laboratory analog procedure as a microcosm of second language learning. An attempt was made to induce anxiety in one group of subjects by videotaping them while learning. Individual differences in integrative motivation were measured by aggregating relevant scales. Subjects
For more than 50 years, two terms have categorised motivation in language learning: integrative and instrumental. Though distinct, these types of motivation are closely linked. Though distinct
instrumental motivation refers to more functional reasons for learning the language such as getting a better job, a higher salary or passing an examination (Gardner, 1985).
throughout the cohort, including both integrative and instrumental orientations, but these two traditionally distinct constructs were found to be almost indistinguishable. The article argues that as English loses its association with particular Anglophone cultures and is instead identified with the powerful forces of globalization, the desire to ‚integrate™ loses its explanatory power in
-Journal of Arts, Science & Commerce E-ISSN 2229-4686 ISSN 2231-4172 International Refereed Research Journal www.researchersworld.com Vol.– VII, Issue – 2(1), April 2016 [18]
Instrumental motivation prompts learners to strive to achieve some utilitarian goals, such as geting good grades, passt ing an examination, securing admittance to university, etc. Integrative motivation comes into play when learners have positive language
Motivation and Motivating in the Foreign Language Classroom ZOLTAN DORNYEI Department of English, Eitvos University 1146 Budapest, Ajtosi Direr sor 19, Hungary
T. J. Khan et al. 70 many studies which have been conducted among children to investigate the reading motivation and reading de-velopment, especially in the mother tongue [2]-[7].
1 This study investigates the impact of integrative and instrumental motivation on Iranian EFL learners’ language learning. The research examined both male and female learners using Gardner and
English Language Teaching; Vol. 10, No. 9; 2017 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education 17 To Investigate ESL Students’ Instrumental and Integrative Motivation

Survey article Motivation in second and foreign language learning Zoltan Dornyei Thames Valley University, London Introduction Motivation has been widely accepted by both teach-
– intrinsic motivation, extrinsic motivation, instrumental motivation and integrative motivation. Focusing on instrumental and integrative motivations, Redfield, Figoni and Levin (2009) claimed that the terms “instrumental” and “integrative” motivation were originally developed by
This study examined the influence of integrative motivation, instrumental motivation and second language (L2) proficiency on socio-cultural/academic adaptation in a sample of two groups of international students studying Chinese in China.
Integrative motivation in a globalizing world
This paper demonstrates a comparative study of two major types of motivation, integrative and instrumental, in learning English language at undergraduate level in all the Disciplines at Khulna University in Bangladesh. The samples of data were
utilitarian value rather than integrative motivation. In this context, the work of Gardner In this context, the work of Gardner and Lambert is highlighted to show that the very definition of instrumental and
possess integrative motivation to learn the L2. Gardner and Lambert describe Gardner and Lambert describe instrumental motivation as the desire to gain practical benefits (1972 in Clement et al.,
3 integrative motivation is not a common purpose of learning English any more. Instrumental motivation is the most common motivation among the students.
Integrative and instrumental motivation Integrative and instrumental motivation pdf pdf Integrative and instrumental motivation pdf DOWNLOAD! DIRECT DOWNLOAD!
Instrumental motivation is found to have a greater impact on students’ English language learning. This research also highlights that vocabulary and grammar are the biggest areas of problems that are encountered by students during their ESL learning process, …
People with an integrative motivation for language study want to get to know the language to connect with its people or culture. R. C. Gardner and W. Lambert originated the idea of integrative and instrumental motivation in the pioneering book: Attitudes and motivation in …
While instrumental motivation involves learning a second language for a practical purpose, such as furthering a career, improving social status, or meeting an educational requirement, integrative motivation refers to identification and desire to – diffusion of innovation theory pdf The Influence of Instrumental and Integrative Motivation on ESL Students’ Scores – Download as Word Doc (.doc / .docx), PDF File (.pdf), Text File (.txt) or read online.
In this study, 300 college students are employed to further explore students’ instrumental motivation and integrative motivation and the data analysis of the study somehow shows difference from others, supporting that college students do have expectation and strong integrative motivation toward English language learning and recommendations are offered to the teachers to develop college
Table 3 shows that the overall degree of integrative motivation for reading the effects of motivation on habitual instrumental behavior Recent work has shown that motivational control can be used to divide instrumental on behavior should be two-fold: On the one hand, motivation should affect
that integrative motivation relates to social/affective strategies positively while instrumental motivation correlates with cognitive strategies negatively. Another study in relation to reading strategies and motivation was conducted by Kolić-
Instrumental and Integrative Motivation Within the field of language learning, the typical model is the division made between integrative and instrumental motivation (Gardner & Lambert, 1972, cited in Chalak & Kassaian 2010).
I first learned about instrumental and integrative motivation when I was an English teacher, many years ago. The concept was first established by Gardner and Lambert in 1972 to explain why some students acquire a second language faster and better than others.
instrumental motivation than integrative motivation in learners in situations where English is a prerequisite for progress and economic benefits. The study points out future directions for educators, researchers, language
INSTRUMENTAL AND INTEGRATIVE MOTIVATION AMONG UNDERGRADUATE LIBYAN STUDENTS OF ENGLISH AS A FOREIGN LANGUAGE The study examines instrumental and integrative motivations among undergraduate Libyan students of English as a foreign language (EFL). It investigates whether EFL Libyan students are instrumentally or integratively motivated to study …
motivation and integrative and instrumental motivation is ambiguous (Carreira 40). For Carreira and Dörnyei, intrinsic motivation is directly linked to an individuals´ pleasure and satisfaction when they perform an activity (1998 121).
20 Zahra Hashemi and Maryam Hadavi: Exploring the Roles of Integrative and Instrumental Motivation on English Language Acquisition among Iranian Medical and Dentistry Students
Instrumental Motivation. People have many different reasons for studying a foreign language; sometimes people study a language for practical reasons while other times people have a special affinity for the particular language and its people.
those of integrative and instrumental motivation, based primarily on the important work of Gardner (1985b, 1989). An instrumental orientation results from recognition
between instrumental and integrative motivation in the process of SLA. Instrumental motivation prompts learners to strive to achieve some utilitarian goals, such as to get good grades, to pass an examination, to be admitted to university, or to get a better paid job. Integrative motivation comes into play when learners have positive attitudes towards and are interested in the country. culture
females regarding their integrative and instrumental motivation. Ghanea et al.’s (2011) study was, in fact, based on the linear approach to the study of motivation.
However, it is important to note that the instrumental motivation has only been regarded as an important factor in second language learning while integrative motivation is continually linked to the success of second language learning. Motivation is a significant contribution to second language learning achievement. Therefore, identifying the types and combinations of motivations is one of the
Keywords: intrinsic motivation, extrinsic motivation, instrumental motivation, integrative motivation, lexical knowledge BACKGROUND OF THE STUDY It has been, through different studies, a truism that there are various factors affecting the language teaching and learning process. Among these different factors, affective factors in general and motivation in particular play an important role
Exploration of Instrumental and Integrative Motivation for
This ideal L2 self promotes motivation by inspiring the present self to strive to become the ideal self, which promotes integrative and internalized instrumental motivation in language learning. The ought-to L2 self includes the attributions a person believes they should have in order to meet expectations or avoid negative outcomes, which is associated with extrinsic motivational orientations
From a western perspective, integrative motivation outweighs instrumental motivation in the learning process, because once the external factors cease to function, the learner cannot remain motivated.
instrumental and integrative according to Gardner and Lambert’s original work on attitudes and motivation. Any Any learner may have a motivation type based on his/her learning goals and the context they are studying in.
Instrumental, integrative, intrinsic, and extrinsic motivation. The instrumental The instrumental motivation refers to acquiring a language as a means for obtaining instrumental objectives such as furthering a career,
An Instrumental Motivation In Language Study Studies in

Influence of Instrumental Motivation on EFL Learners in

Instrumental vs. Integrative Motivation Jessica J. Lockhart

The Effect of Reading Anxiety and Motivation on EFL

Integrative Motivation Research Papers Academia.edu

INTEGRATIVE MOTIVATION HOW PERCEPTIONS OF THE TARGET

Determinants of international students鈥?adaptation
– GENDER AND LANGUAGE LEARNING MOTIVATION savap.org.pk
THESIS INSTRUMENTAL AND INTEGRATIVE MOTIVATION AMONG

Integrative Motivation Induced Anxiety Cambridge Core

Iranian EFL Learners’ Motivation Construction Integrative

Instrumental vs. Integrative Motivation Jessica J. Lockhart
The Influence of Instrumental and Integrative Motivation

those of integrative and instrumental motivation, based primarily on the important work of Gardner (1985b, 1989). An instrumental orientation results from recognition
distinguished between integrative and instrumental motivation. But we didn’t even use those terms in that article. They stated “Motivation is iden tified primarily with the learner’s orientation toward the goal of learning a second language. Integrativ e motivation is identified with positive attitudes toward the target language group and the potential for integrating into that group, or
Abstract—T hec ur n tsdy aim v g relationship between the learners’ integrative and instrumental motivation and English proficiency among Iranian EFL learners.
INSTRUMENTAL AND INTEGRATIVE MOTIVATION AMONG UNDERGRADUATE LIBYAN STUDENTS OF ENGLISH AS A FOREIGN LANGUAGE The study examines instrumental and integrative motivations among undergraduate Libyan students of English as a foreign language (EFL). It investigates whether EFL Libyan students are instrumentally or integratively motivated to study …
possess integrative motivation to learn the L2. Gardner and Lambert describe Gardner and Lambert describe instrumental motivation as the desire to gain practical benefits (1972 in Clement et al.,
This ideal L2 self promotes motivation by inspiring the present self to strive to become the ideal self, which promotes integrative and internalized instrumental motivation in language learning. The ought-to L2 self includes the attributions a person believes they should have in order to meet expectations or avoid negative outcomes, which is associated with extrinsic motivational orientations
Three types of motivation were measured: intrinsic, extrinsic/instrumental and integrative (Noels, 2003). The findings showed that integrative motivation/international posture was the popular motive for learning English (M=5.369), followed by intrinsic (M=4.991) and extrinsic/instrumental motivations (M=4.732). This indicated that English was learned in order to converse and associate with
Keywords: intrinsic motivation, extrinsic motivation, instrumental motivation, integrative motivation, lexical knowledge BACKGROUND OF THE STUDY It has been, through different studies, a truism that there are various factors affecting the language teaching and learning process. Among these different factors, affective factors in general and motivation in particular play an important role
Abstract. This study investigates the ability of three variables—integrative moti vation, instrumental motivation, and the need to fulfill a university foreign language requirement—to predict: (1) scores on a simulated oral proficiency interview (SOPI) and (2) the desire to enroll in a foreign language after fulfilling the language require
Intrinsic, Extrinsic, and Integrative Orientations of French Canadian Leamers of English Kimberiy A. Noels, Richard Clement, and Luc G. Pelletier Abstract: The present study had two purposes: (a) to replicate pre-vious research on intrinsic and extrinsic motivation for language leaming in French Canadian students of English, and (b) to consider the relations between intrinsic and extrinsic
between instrumental and integrative motivation in the process of SLA. Instrumental motivation prompts learners to strive to achieve some utilitarian goals, such as to get good grades, to pass an examination, to be admitted to university, or to get a better paid job. Integrative motivation comes into play when learners have positive attitudes towards and are interested in the country. culture
observed in the studies that instrumental motivation was different from integrative motivation as the focus was on a more utilitarian value of linguistic achievement. The most effective way to get insight into the learning process is to study the learners’
Instrumental motivation is found to have a greater impact on students’ English language learning. This research also highlights that vocabulary and grammar are the biggest areas of problems that are encountered by students during their ESL learning process, …
Instrumental Motivation. People have many different reasons for studying a foreign language; sometimes people study a language for practical reasons while other times people have a special affinity for the particular language and its people.

Enhancing integrative motivation The Japanese-American
Determinants of international students鈥?adaptation

From a western perspective, integrative motivation outweighs instrumental motivation in the learning process, because once the external factors cease to function, the learner cannot remain motivated.
For more than 50 years, two terms have categorised motivation in language learning: integrative and instrumental. Though distinct, these types of motivation are closely linked. Though distinct
T. J. Khan et al. 70 many studies which have been conducted among children to investigate the reading motivation and reading de-velopment, especially in the mother tongue [2]-[7].
instrumental and integrative according to Gardner and Lambert’s original work on attitudes and motivation. Any Any learner may have a motivation type based on his/her learning goals and the context they are studying in.
Integrative and instrumental motivation Integrative and instrumental motivation pdf pdf Integrative and instrumental motivation pdf DOWNLOAD! DIRECT DOWNLOAD!
However, it is important to note that the instrumental motivation has only been regarded as an important factor in second language learning while integrative motivation is continually linked to the success of second language learning. Motivation is a significant contribution to second language learning achievement. Therefore, identifying the types and combinations of motivations is one of the
I first learned about instrumental and integrative motivation when I was an English teacher, many years ago. The concept was first established by Gardner and Lambert in 1972 to explain why some students acquire a second language faster and better than others.
instrumental motivation refers to more functional reasons for learning the language such as getting a better job, a higher salary or passing an examination (Gardner, 1985).
distinguished between integrative and instrumental motivation. But we didn’t even use those terms in that article. They stated “Motivation is iden tified primarily with the learner’s orientation toward the goal of learning a second language. Integrativ e motivation is identified with positive attitudes toward the target language group and the potential for integrating into that group, or
This paper demonstrates a comparative study of two major types of motivation, integrative and instrumental, in learning English language at undergraduate level in all the Disciplines at Khulna University in Bangladesh. The samples of data were

INTEGRATIVE MOTIVATION HOW PERCEPTIONS OF THE TARGET
Volume 7. Issue 1. Article 4 Title Asian EFL Journal

An integrative and instrumental motivation nineteen-item questionnaire adopted from standardized questionnaires such as Attitude Motivation Test Battery (AMTB) [1 & …
motivation and integrative and instrumental motivation is ambiguous (Carreira 40). For Carreira and Dörnyei, intrinsic motivation is directly linked to an individuals´ pleasure and satisfaction when they perform an activity (1998 121).
Running Head: SURVEY STUDY OF INTEGRATIVE AND INSTRUMENTAL MOTIVATION IN 6th International Conference on Language, Education, and Innovation 29th – 30th October, 2016
Instrumental motivation is found to have a greater impact on students’ English language learning. This research also highlights that vocabulary and grammar are the biggest areas of problems that are encountered by students during their ESL learning process, …
Toward classroom-friendly models of motivation: A data-led investigation into student perceptions of motivating and demotivating classroom factors, and the relationship between student orientations and preferred classroom activities.
I first learned about instrumental and integrative motivation when I was an English teacher, many years ago. The concept was first established by Gardner and Lambert in 1972 to explain why some students acquire a second language faster and better than others.
For more than 50 years, two terms have categorised motivation in language learning: integrative and instrumental. Though distinct, these types of motivation are closely linked. Though distinct
Determinants of international students’ adaptation: examining effects of integrative motivation, instrumental motivation and second language proficiency
instrumental motivation refers to more functional reasons for learning the language such as getting a better job, a higher salary or passing an examination (Gardner, 1985).
possess integrative motivation to learn the L2. Gardner and Lambert describe Gardner and Lambert describe instrumental motivation as the desire to gain practical benefits (1972 in Clement et al.,
Her research, based on a model including eight different kinds of motivation (Intrinsic, Integrative, Instrumental, Self-confidence, Anxiety, Motivational strength, Cooperative and Competitive), found that after Intrinsic motivation, i.e. doing things for the enjoyment of it, Integrative motivation was the highest form of motivation among language learners.
Survey article Motivation in second and foreign language learning Zoltan Dornyei Thames Valley University, London Introduction Motivation has been widely accepted by both teach-

Language learning what motivates us? Education The
An Investigation into Attitudes towards Learning English

Survey article Motivation in second and foreign language learning Zoltan Dornyei Thames Valley University, London Introduction Motivation has been widely accepted by both teach-
Running Head: SURVEY STUDY OF INTEGRATIVE AND INSTRUMENTAL MOTIVATION IN 6th International Conference on Language, Education, and Innovation 29th – 30th October, 2016
instrumental motivation than integrative motivation in learners in situations where English is a prerequisite for progress and economic benefits. The study points out future directions for educators, researchers, language
throughout the cohort, including both integrative and instrumental orientations, but these two traditionally distinct constructs were found to be almost indistinguishable. The article argues that as English loses its association with particular Anglophone cultures and is instead identified with the powerful forces of globalization, the desire to ‚integrate™ loses its explanatory power in
Motivation and Motivating in the Foreign Language Classroom ZOLTAN DORNYEI Department of English, Eitvos University 1146 Budapest, Ajtosi Direr sor 19, Hungary

The Relationship between Instrumental Integrative
Influence of Instrumental Motivation on EFL Learners in

Toward classroom-friendly models of motivation: A data-led investigation into student perceptions of motivating and demotivating classroom factors, and the relationship between student orientations and preferred classroom activities.
Abstract. This study investigates the ability of three variables—integrative moti vation, instrumental motivation, and the need to fulfill a university foreign language requirement—to predict: (1) scores on a simulated oral proficiency interview (SOPI) and (2) the desire to enroll in a foreign language after fulfilling the language require
Table 3 shows that the overall degree of integrative motivation for reading the effects of motivation on habitual instrumental behavior Recent work has shown that motivational control can be used to divide instrumental on behavior should be two-fold: On the one hand, motivation should affect
Instrumental motivation prompts learners to strive to achieve some utilitarian goals, such as geting good grades, passt ing an examination, securing admittance to university, etc. Integrative motivation comes into play when learners have positive language
instrumental motivation refers to more functional reasons for learning the language such as getting a better job, a higher salary or passing an examination (Gardner, 1985).
– intrinsic motivation, extrinsic motivation, instrumental motivation and integrative motivation. Focusing on instrumental and integrative motivations, Redfield, Figoni and Levin (2009) claimed that the terms “instrumental” and “integrative” motivation were originally developed by
Thus, having the importance of motivation in mind, the present paper aimed at investigating the relationship between integrative-instrumental motivation and language proficiency of second language learners. Based on the objectives of the study, the following questions are proposed: 1. proficiency in learning a foreign language? 2. Is there a significant relationship be proficiency in …
Keywords: intrinsic motivation, extrinsic motivation, instrumental motivation, integrative motivation, lexical knowledge BACKGROUND OF THE STUDY It has been, through different studies, a truism that there are various factors affecting the language teaching and learning process. Among these different factors, affective factors in general and motivation in particular play an important role
INSTRUMENTAL AND INTEGRATIVE MOTIVATION AMONG UNDERGRADUATE LIBYAN STUDENTS OF ENGLISH AS A FOREIGN LANGUAGE The study examines instrumental and integrative motivations among undergraduate Libyan students of English as a foreign language (EFL). It investigates whether EFL Libyan students are instrumentally or integratively motivated to study …

The Relationship between Learners’ Motivation (Integrative
An Investigation into Attitudes towards Learning English

Running Head: SURVEY STUDY OF INTEGRATIVE AND INSTRUMENTAL MOTIVATION IN 6th International Conference on Language, Education, and Innovation 29th – 30th October, 2016
Instrumental motivation is found to have a greater impact on students’ English language learning. This research also highlights that vocabulary and grammar are the biggest areas of problems that are encountered by students during their ESL learning process, …
Instrumental motivation prompts learners to strive to achieve some utilitarian goals, such as geting good grades, passt ing an examination, securing admittance to university, etc. Integrative motivation comes into play when learners have positive language
Intrinsic, Extrinsic, and Integrative Orientations of French Canadian Leamers of English Kimberiy A. Noels, Richard Clement, and Luc G. Pelletier Abstract: The present study had two purposes: (a) to replicate pre-vious research on intrinsic and extrinsic motivation for language leaming in French Canadian students of English, and (b) to consider the relations between intrinsic and extrinsic
Survey article Motivation in second and foreign language learning Zoltan Dornyei Thames Valley University, London Introduction Motivation has been widely accepted by both teach-
Thus, having the importance of motivation in mind, the present paper aimed at investigating the relationship between integrative-instrumental motivation and language proficiency of second language learners. Based on the objectives of the study, the following questions are proposed: 1. proficiency in learning a foreign language? 2. Is there a significant relationship be proficiency in …
From a western perspective, integrative motivation outweighs instrumental motivation in the learning process, because once the external factors cease to function, the learner cannot remain motivated.
distinguished between integrative and instrumental motivation. But we didn’t even use those terms in that article. They stated “Motivation is iden tified primarily with the learner’s orientation toward the goal of learning a second language. Integrativ e motivation is identified with positive attitudes toward the target language group and the potential for integrating into that group, or
achieve a particular goal (instrumental motivation) or to become an indistinguishable member of the target community ( integrative motivation ). Having the desire to achieve a …
those of integrative and instrumental motivation, based primarily on the important work of Gardner (1985b, 1989). An instrumental orientation results from recognition
– intrinsic motivation, extrinsic motivation, instrumental motivation and integrative motivation. Focusing on instrumental and integrative motivations, Redfield, Figoni and Levin (2009) claimed that the terms “instrumental” and “integrative” motivation were originally developed by
Her research, based on a model including eight different kinds of motivation (Intrinsic, Integrative, Instrumental, Self-confidence, Anxiety, Motivational strength, Cooperative and Competitive), found that after Intrinsic motivation, i.e. doing things for the enjoyment of it, Integrative motivation was the highest form of motivation among language learners.