| The focus of this study is to determine reasons why some students continue or discontinue foreign language study. The goal was to identify whether motivation or attitude can predict Regents scores in foreign language courses.;Data were gathered from seventy students enrolled in Spanish and French language classes at a New York State suburban secondary school. Seven variables were defined for testing the hypotheses: motivational intensity, desire to learn languages, teacher assessment, course assessment, attitude toward native speakers, attitude toward learning language, integrative motivation, instrumental motivation, and perceived parental encouragement. Whether students continued in their languages studies and New York State Regents Exam were designated as the dependent variables.;All analyses were conducted separately for Spanish and French. Analysis revealed that composite variables were reliable, with the exception of instrumental motivation. It also showed that integrative motivation was higher than instrumental motivation for students taking Spanish. However, none of the motivational factors were found to be related to continuation on an individual basis. For students taking French, the mean for integrative motivation was not significantly higher than for instrumental motivation. As for students taking Spanish, there was no relationship between motivational factors and whether or not students continued in their language studies.;For students taking Spanish, only one motivational factor---desire to learn the language---was associated with higher scores on New York Spanish Regents exams. For the same group, three of the attitudinal factors were also related to teacher assessment (with a negative relationship), course assessment (with a positive relationship), and attitudes toward Spaniards (with a negative relationship).;However, for students taking French, there was no relationship between motivation, attitude, and grades.;Regardless of the type of motivation students demonstrated, this study concluded on the basis of the analysis of the data that it is important for teachers to know the source of motivation in order to stimulate their students more effectively. As Oxford and Shearin posit, without understanding the roots of motivation teachers cannot feed the roots that lead to enhanced learning experience. |
