期刊名称：Electronic Journal of Foreign Language Teaching (e-FLT)
电子版ISSN：0219-9874
出版年度：2007
卷号：4
期号：S1
出版社：National University of Singapore
摘要：This study reports on the motivation of learners of Japanese in four universities across two countries, focusing specifically on the: 1) diversity of motivation in the process of language learning; 2) motivation as a predictor of academic achievement; 3) dichotomous instrumental/integrative paradigm; and 4) comparison of the degree of motivation among the universities. Three out of four universities did not show significant differences in the degree of motivation within an academic year. However, the outcomes were varied depending on the universities in comparing motivation among students enrolled in different course levels. Positive motivation and anxiety were found to be the best predictors of academic achievement. With regard to the integrative/instrumental dichotomy, neither element was seen as a better predictor. This research identifies a contrast: the type of institution where students studied, i.e. in prestigious institutions in urban areas or in standard institutions in rural districts, greatly influenced the factors motivating the learners.
