The effect of motivation on second-language acquisition: Integrative motivation and instrumental motivation

The purpose. The problem to be addressed by this study is to examine the relationship between measures of integrative and instrumental motivation and achievement scores on a Japanese language test.;Method. A total of 79 students enrolled in Japanese 120 (beginner class) in a Southern California community college participated in this study. Participants were divided into two groups based on their identified type of motivation, including 29 instrumental and 50 integrative students. Survey questions measured motivation levels, using a Lei cart 1-to-5 rating scale. The study was a correlational design with the goal of ascertaining whether higher mean scores on either motivation survey correlate to higher scores on the Japanese writing and reading final test administered to all students.;Results. The study found no statistically significant relationship between integrative motivation scores and Japanese language test scores: r = -.26 p > .05 NS N = 50. No statistically significant relationship was detected between instrumental motivation scores and Japanese language test scores: r = +.15 p > .05 NS N = 29.;Subsequent interviews with students found that some highly motivated students did poorly on the test, while other highly motivated students did well. Similarly, there were students with low motivation scores who scored high on the test, and some with low motivation scores who scored low on the test. Motivation did not relate to the Japanese language test scores. There was also wide variation between high test scores and success in other aspects of in-class and extra-curricular Japanese language activities.;The primary conclusion reached by the quantitative (correlational) and qualitative (interviewing) phases of the study was that there is no relationship between either type of motivation and test scores, given that language research to date has shown a high correlation between motivation level and second-language acquisition success. Recommendations include the development of a varied, holistic curriculum, calendar of activities, and grading system that provide rich learning opportunities, increased motivation, and a more accurate measure of students' language learning success.