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Integrative Motivation in Second Language Acqusition

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Integrative Motivation in Second Language Acqusition BELONGINGNESS AND INTEGRATIVE MOTIVATION IN SECOND LANGUAGE ACQUISITION by Robb Kvašňák A Dissertation Submitted to the Faculty of The College of Education in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Florida Atlantic University Boca Raton, Florida December 2007 Copyright by Robb Kvašňák 2007 ii ACKNOWLEDGEMENTS Sermos mensageiros da fala Comunicarmos com o coração Gritarmos a palavra pelas ruas Mostrarmos o poder da comunicação Translation: Let us be the messengers of speech Let us communicate with the heart Let us scream the words through the streets Let us show the power of communication. - Edmar Bernardes DaSilva (2001) This dissertation would not have been possible without the support and encouragement of many people, among whom, just some of which: Dr. Penelope Fritzer, from the United States, my chair, but who more fittingly deserves the German title of Doktormutter. Dr. Angela Rhone, from Jamaica, who prepared me and guided me during my entire graduate program. Dr. John Morris, from the United States, who encouraged and carefully advised me with the study design. Dr. Hanizah Zainuddin, from Malaysia, who spent countless hours and enormous energy discussing and revising the theory and research of this study. Edmar Bernardes DaSilva, from Brazil, who brought me back to education, supported me in my hours of dissertational despair, and who constantly discussed my ideas and research with me. My parents, Alice and Neil Kvasnak, from the United States, who have lovingly supported me in every way possible on this arduous journey. iv Dr. Michael Bendixen, from South Africa, who patiently advised me and corrected my work over and over again. Dr. Rolv Mikkel Blakar, from Norway, who surprised me by sending me a copy of his book as a present and encouragement to complete this work. Rafael Ñañez, from Venezuela, who helped me with his skills in graphic design during many hours with the graphic presentation of this dissertation’s content. Without this truly international group of people, I would never have finished this dissertation which is just a small first step on the journey of research that lies before me. v ABSTRACT Author: Robert Neil Kvasnak Title: Belongingness and Integrative Motivation in Second Language Acquisition Institution: Florida Atlantic University Dissertation Advisor: Dr. Penelope Fritzer Degree: Doctor of Education Year: 2007 This study investigates the perceptions that second language students have of those who speak the language that these students are trying to acquire and examines how these perceptions relate to students’ progress in acquiring the target language. The study is based on the psychological theory of the need to belong, i.e. belongingness as well as on the concept of integrative motivation. This study is a qualitative investigation that uses the Repertory Grid Technique and Personal Construct Theory in order to elicit subject perceptions and their constructs. Membership checking was carried out with nine of the originally interviewed 22 subjects in order to obtain more insight into the subjects’ perceptions of themselves, their progress, and, most importantly, their perceptions of the target language speakers. One of the important findings in this study is the establishment of what elements second language students use to construct views of target language speakers. The subjects of this study used specific culture, generic culture, language, and vi perceptions to try to understand target language speakers. Furthermore, those subjects who had graduated from the community college program from which the subjects were drawn and who were now working in the everyday world showed strong desire to integrate into English-speaking society. Conversely, these program graduates showed an increased degree of criticism of American English speakers. Their views may be attributed to the close contact and lack of preparation for contact with target language speakers, as the community college program contained little or no instruction on American English culture. The perceptions of being marginalized expressed by the graduates, perceptions not shared by those students still in the community college program, indicate a need for a change in curriculum which would emphasize the students’ social needs outside of and beyond the classroom and cultivate a sense of belonging to target language society. Belongingness and integrative motivation may well the key to a bright new future of second language acquisition. As more research is done on the significance of both concepts, and as they are increasingly incorporated into language learning classrooms, students should acquire target languages with greater ease. vii This dissertation is dedicated to my family: My life partner, Edmar Bernardes-DaSilva My parents, Alice and Neil Kvasnak My nephew, Ethan Kvasnak TABLE OF CONTENTS LIST OF FIGURES .............................................................................................................x CHAPTER 1 Introduction ..............................................................................................................1 Background of the Study .........................................................................................2 Factors Affecting Rate of Success in Second Language Acquisition ......................3 Rationale ................................................................................................................10 Purpose of Study ....................................................................................................16 Research Questions ................................................................................................17 Delimitations ..........................................................................................................19 Anticipated Limitations .........................................................................................21 Assumptions ...........................................................................................................21 2 Literature Review...................................................................................................24 A Quantitative Study of Integrative Motivation ....................................................27 Linguistic Theories ................................................................................................34 Second Langage Acquisition .................................................................................35 Definition ...............................................................................................................35 Socio-Educational Models, Individual Differences ...............................................42 Krashen’s Hypotheses ............................................................................................49 Vygotsky (1934/1986), Bakhtin (1986), and Second Language Acquisition ........52 Definition of Communicative Competence ...........................................................53 Critical Period ........................................................................................................54 Second Language Acquisition Students .................................................................56 The Politics of Second Language Acquisition .......................................................56 Acculturation..........................................................................................................64 Emotion and Learning............................................................................................67 Need for Belongingness .........................................................................................68 View of Self ...........................................................................................................78 Citizenship in the Group ........................................................................................80 Attachment .............................................................................................................81 Group Socialization Theory ...................................................................................82 Group Dynamics Theory ........................................................................................83 Integrative Motivation ...........................................................................................83 Instrumental Motivation.........................................................................................87 Belongingness and Integrative Motivation ............................................................87 Instruments Used to Measure Belongingness ........................................................89 Activity Theory – New Approach to Second Language Acquisition ....................90 Summary ................................................................................................................91 3 Design of the Study ................................................................................................93 The Problem ...........................................................................................................93 Methodology ..........................................................................................................93 viii Subjects ..................................................................................................................96 Procedures ..............................................................................................................99
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