Investigating The Influence Of Integrative And Instrumental Motivation On Algerian Efl Secondary School Students’ Vocabulary Learning

Résumé: A myriad of studies around the world have attempted to study the interdependence of motivation and achievement, however, few have tackled the issue in relation to vocabulary learning, noticeably, in foreign language learning contexts. The present work was developed in order to explore the influence of motivation on Algerian EFL secondary schools learners’ vocabulary learning. A total of 100 EFL students who were at the third-year level of secondary education took part in the study. Data was gathered through the administration of a questionnaire adapted from Gardner’s (1985) AMTB to assess participants’ type of motivation according to the instrumental/integrative dichotomy. An additional section of the questionnaire was devoted to examining their level of English vocabulary knowledge. Results indicated the outperformance of the integratively motivated learners in vocabulary knowledge. The study outcomes can serve to help educators to take appropriate measures to instil stronger motivation among secondary school students and consequently shed more light on the existing problems Algerian learners experience in their EFL learning.

Publié dans la revue: مجلة الآداب و العلوم الإجتماعية