The
Attitude/Motivation Test Battery
References


[1] Gardner.R.C.and W. E. Lambert. Motivational variables in Second language Acquisition [J]. Canadian Journal of Psychology，1959，13：266-72. [2] Gardner, R.C. (1985). The Attitude/Motivation Test Battery: Technical Report (1985) Retrieved January 5,2006 [3] Gardner R C. Social Psychology and Language Learning: The Role of Attitude and Motivation[M]. London: Edward Arnold, 1985 [4] Noels.K.A.R Clement & L. G. Pelletier. Perceptions of teachers‘ communicative style and students’ intrinsic and extrinsic motivation. Modern Language Journal，1999， 83：23-34 [5] Ryan, R. M., & Deci, E. L. On Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions [J]. Contemporary Educational Psychology, 2000: 25, 54-67. [6] 杜正学.浅谈加德纳的动机模式[J].陇东学院学报,2008:1,19. [7] 秦晓晴.动机理论研究及其对外语学习的意义[J].外语研究,2002,74(4): 75. [8] 王月芳.外语学习动机和学习策略的研究及其对大学英语教学的启示[J].江苏理 工大学学报(社会科学版),1999,4: 81. [9] 徐传慧.近十年国内英语学习动机理论与实践研究综述———基于 5 种外语类 核心期刊 10 年（2001-2010）的统计分析[J].赤峰学院学报,2011:9,32 [10] 杨政红,丽华,志敏. Gardner的学习动机模式及大学英语课堂激发策略新探[J]. 宁夏大学学报,2010:1,32

“Motivation to learn a second language is influenced group related and context related attitudes, integrativeness and attitudes toward the learning situation respectively.” ---- Gardner

the purpose : utilitarian
such as meeting the requirements for school or university graduation, applying for a job, or qualifying for higher pay.
Some Further Studies
Classification
Integrative
Motivation Instrumental Motivation
Integrative Motivation
First, achieve the goal. Integrative motivationto a composite construct Second, expends effort is learn up of three madethe language. main components: Integrative orientation is a" motivation to learn In the context of Third, the motivated school, these attitudes integrativeness, attitudes towards the learning a second will enjoy because of positive feelings could language towards individual be directed the task the teacher, theTable 1). situation, and motivationclassmates, thein (as speaks that isshown course the language. toward the general, one's of learning in community that course (Gardner,1985, p. 82-3). language"materials, extra-curricular activities associated with the course, etc.

Yet some studies have failed to find any relationship between integrative motivation and L2 linguistic achievement (Oller, Baca and Vigil, 1977;Oller and Perkins, 1978; Chihara and Oller, 1978,ci-ted inManfredWuMan-Fat,2005).
generally select instrumental reasons more frequently than integrative reasons for the study of language. Students who have integrative motivation, however, are usually more highly motivated and more successful in their
(Taylor, Meynard and Rheault 1977; Ellis 1997; Crookes et al1991, cited in Norris-hot, 2001). That is, the students who are most successful when learning a target language are those who like the people that speak the language, admire the culture, and have a desire to become familiar with or even integrate in to the society in which the language isused (Falk,1978,cited in Norris-hot, 2001).

Some researchers believe that social situation helps to determine both what kind of orientation a learner might have and which motivation is more important for language learning. Learner success may be the result of the mixture of both types of motivations. (Jacqueline Norris-Holt, 2000).

Some studies have found that instrumental motivation and other types of motivation affect L2 linguistic achievement ( Laine, 1981; Gardner and MacIntyre,1991; D rnyei, 1990; Lambert et al., 1968; Burstall,1975; Gardner, 1996,cited in Manfred Wu Man-Fat, 2005).

In their early research, Gardner and Lambert viewed integrative motivation as more important in a formal learning environment than instrumental motivation (Ellis 1997, cited in Norris-hot, 2001). In later studies, integrative motivation has continued to be emphasized, although now the importance of instrumental motivation is also stressed. It is important to note that instrumental motivation has only been admitted as a significant factor in some research, whereas integrative motivation is continually linked to successful second language acquisition. However, it has been found that students
Motivations in SLA
----- By（Cindy）