Jump to ContentJump to Main Navigation
Show Summary Details
In This Section

Psychology of Language and Communication

The Journal of University of Warsaw

3 Issues per year


CiteScore 2016: 0.24

SCImago Journal Rank (SJR) 2015: 0.192
Source Normalized Impact per Paper (SNIP) 2015: 0.241

Open Access
Online
ISSN
2083-8506
See all formats and pricing
In This Section

Age and Gender Effects on Motivation and Attitudes in German Learning: The Polish Context

Jan E. Okuniewski
  • University of Warsaw
  • Email:
Published Online: 2014-12-30 | DOI: https://doi.org/10.2478/plc-2014-0017

ABSTRACT

The research investigates the German language learning motivations of Polish secondary school students and university students. Questionnaire data were collected from 247 students (126 from secondary school and 121 from university). The aim of this research was to examine the relationships among language attitudes, instrumental, cultural interest, integrative, L2 self and motivated learning. The results show the existence of age and gender difference in variables under consideration. Relationships were found between age and gender to the motivational attitudes: older and female students had a more integrative attitude than younger and mail students and experienced more intensive motivation.

Keywords: language learning; age; gender; second language motivation; language attitudes; German language

References

  • Ahat, R. (2013). Motivation, gender, and learner performance of English as an L3 in the Xinjiang Uyghur Autonomous Region. English Language Teaching, 6 (9), 158-167.

  • Brantmeier, C., Callender, A, & McDaniel M. (2013). The role of gender, embedded questions, and domain specific readings with learners of Spanish. Hispania, 96 (3), 562-578 [Crossref]

  • Chavez, M. (2014). Variable beliefs about the need for accuracy in the oral production of German: An exploratory study. International Journal of Applied Linguistics, 24 (1), 97-127. [Crossref]

  • Dörnyei, Z. (2005). The Psychology of the Language Learner Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.

  • Dörnyei, Z. (2009). The L2 Motivational Self System. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 9-42). Bristol: Multilingual Matters.

  • Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, Language Attitudes and Globalisation: A Hungarian Perspective. Clevedon: Multilingual Matters.

  • Gardner, R.C. (1985). Social Psychology and Second-Language Learning: The Role of Attitudes and Motivation. London: Arnold.

  • Gardner, R.C. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 1-20). Honolulu, HI: University of Hawaii Press.

  • Gardner, R.C. (2004). Attitude/Motivation Test Battery: International AMTB Research Project. Retrieved 5.06.2010 from: http://publish.uwo.ca/~gardner/docs/englishamtb.pdf Gardner, R.C. (2006). The socio-educational model of second language acquisition: A research paradigm. In S.H. Foster-Cohen, M. Medved Krajnović, & J. Mihaljević Djigunović (Eds.), EUROSLA Yearbook. Volume 6 (pp. 237-260). Amsterdam: John Benjamins.

  • Gardner, R.C. (2007). Motivation and second language acquisition. Porta Linguarum, 8, 9-20.

  • Gardner, R.C. (2010). Motivation and Second Language Acquisition. The Socio- Educational Model. New York: Peter Lang.

  • Henry, A. (2009). Gender differences in compulsory school pupils’ L2 self-concepts: A longitudinal study. System, 37 (2), 177-193. [Crossref] [Web of Science]

  • Kim, Y.-K. & Kim, T.-Y. (2011). Gender differences in Korean secondary school students’ learning styles and L2 motivation. Foreign Languages Education, 18 (2), 51-71.

  • Kissau, S.P. (2006). Gender differences in motivation to learn French. Canadian Modern Language Review, 62 (3), 401-422. [Crossref]

  • Kissau, S.P., Kolano, L.Q, & Wang, C. (2010). Perceptions of gender differences in high school students’ motivation to learn Spanish. Foreign Language Annals, 43 (4), 703-721. [Crossref] [Web of Science]

  • Kormos, J. & Csizér, K. (2008). Age-related differences in the motivation of learning English as a foreign language: Attitudes, selves, and motivated learning behavior. Language Learning, 58 (2), 327-355. [Web of Science] [Crossref]

  • Okuniewska, E., Okuniewska, H., & Okuniewski, J.E. (2010). Motivation and attitudes of Polish students learning Hebrew. Psychology of Language and Communication, 14 (2), 71-79.

  • Öztürk, G. & Gürbüz, N. (2013). The impact of gender on foreign language speaking anxiety and motivation. Procedia - Social and Behavioral Sciences, 70, 654-665.

  • Polat, N. (2011). Gender differences in motivation and L2 accent attainment: An investigation of young Kurdish learners of Turkish. Language Learning Journal, 39 (1), 19-41. [Crossref]

  • Williams, M., Burden, R., & Lanvers, U. (2002). ‘French is the Language of Love and Stuff’: student perceptions of issues related to motivation in learning a foreign language. British Educational Research Journal, 28 (4), 503-528. [Crossref]

  • Xu, W. & Case, R.E. (in press). Age-related differences in motivation in learning English among Mainland Chinese students. International Journal of Applied Linguistic.

About the article

Published Online: 2014-12-30

Published in Print: 2014-11-01



Citation Information: Psychology of Language and Communication, ISSN (Online) 2083-8506, DOI: https://doi.org/10.2478/plc-2014-0017. Export Citation

© by Jan E. Okuniewski. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License. (CC BY-NC-ND 3.0)

Comments (0)

Please log in or register to comment.
Log in