Motivation and attitudes towards L2

Some effects of age and instruction

Carmen Muñoz | University of Barcelona

Elsa Tragant | University of Barcelona

This paper analyses the answers to a questionnaire in which learners of different age-groups and different proficiency levels were asked about their attitudes and types of motivation towards the L2 (EFL). First, motivation is seen to increase with school experience. Second, the younger learners show more intrinsic types of motivation, while the older groups show more extrinsic types and a preference for an instrumental type of motivation. That is, while the younger students do not, as a group, present higher motivation than the older students, they have a qualitatively different type of motivation. Third, significant statistical relations are shown between attitude towards language learning and achievement in some language tests, but not all. Significant relations are also found between achievement at the first measurement time and attitudes at the second in those students who were traced longitudinally, raising the issue of the directionality of the relation between motivation and second language achievement.

Published online: 31 August 2001
https://doi.org/10.1075/eurosla.1.16mun

Cited by

Cited by 3 other publications

Cadierno, Teresa, Mikkel B. Hansen, Jørgen T. Lauridsen, Søren W. Eskildsen, Katalin Fenyvesi & Signe Hannibal Jensen

2022. A multi-factor study of the development of English receptive skills by young Danish children. Bilingualism: Language and Cognition ► pp. 1 ff.

Fenyvesi, Katalin

2020. English learning motivation of young learners in Danish primary schools. Language Teaching Research 24:5 ► pp. 690 ff.

Fenyvesi, Katalin, Mikkel.B Hansen & Teresa Cadierno

2020. The role of individual differences in younger vs. older primary school learners of English in Denmark. International Review of Applied Linguistics in Language Teaching 58:3 ► pp. 289 ff.

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