| At a large state university on the west coast there were differential increases and decreases in enrollment in foreign language classes.;A survey research using comparative and correlational methods was conducted at the said university. Questionnaires were administered to students in five foreign language programs (Spanish, French, Japanese, German, Chinese) at three levels of classes (beginning, intermediate, advanced) at the same university. The following 5 indices developed by Gardner and Lambert (1972) were used: (1) Motivation Type (a): Rating of Integrative Orientation, (2) Motivation Type (b): Rating of Instrumental Orientation, (3) Motivational Intensity, (4) Desire to Learn the Foreign Language, and (5) Attitudinal Ratings.;The following procedures were used to answer each research question. (1) Do motivation type (instrumental or integrative), motivation intensity, desire, or attitude differ significantly among students in five language programs and three levels of classes? A MANOVA was utilized among five language programs and three levels of classes for the six dependent variables. (2) What is the relationship between language programs' (Spanish, French, Japanese, German, Chinese) gain/loss in enrollment and students' (a) motivation type, (b) motivation intensity, (c) desire, and (d) attitude? Six Pearson product moment correlation coefficients were computed between language program enrollment gain/loss. (3) Within language program groups, do students whose motivation is integrative show difference in motivation intensity, desire, and attitudes from students whose motivation is instrumental? For each of the five language program groups the (a) motivation intensity, (b) desire, and (c) two attitude scores were compared between students categorized as having integrative motivation and students having instrumental motivation using independent groups t tests.;On the first research question, results showed that univariate ANOVAs were significant for Instrumental Orientation and Attitude Toward Americans. Instrumental scores were lower overall than Integrative scores.;On the second research question, three variables showed relationships: Instrumental Orientation, Integrative Orientation, and Desire to Learn.;On the third research question, students low in both Instrumental and Integrative Orientation usually had the poorest attitudes; students high in Integrative Orientation usually had the most positive attitudes.;In conclusion, the results showed that the higher the Integrative Orientation, the more motivated the student and the more favorable the attitude. |
