602
Views
4
CrossRef citations to date
0
Altmetric
Articles

Contact, attitude and motivation in the learning of Catalan at advanced levels

&
Pages 241-258 | Received 15 Jan 2014, Accepted 03 Nov 2014, Published online: 03 Dec 2014

References

  • Bernadó, C., Comajoan, L., & Bastons, N. (2008). Anàlisi Factorial dels Motius d'Aprenentatge del Català com a Llengua segona i Relació amb el Nivel, el Temps d'Estada, l'Edat i el Centre d'estudi dels Alumnes [Factorial analysis of motives for learning Catalan as a second language and relation to learners' level, length of stay, age, and study center]. Catalan Review, 22, 71–89.
  • Bernaus, M., Masgoret, A.-M., Gardner, R., & Reyes, E. (2004). Motivation and attitudes towards learning languages in multicultural classrooms. International Journal of Multilingualism, 1(2), 75–89. doi:10.1080/14790710408668180
  • Bernaus, M., Moore, E., & Cordeiro Azevedo, A. (2007). Affective factors influencing plurilingual students' acquisition of zatalan in a Catalan-Spanish bilingual context. The Modern Language Journal, 91, 235–246. doi:10.1111/j.1540-4781.2007.00542.x
  • Chambers, G. (1999). Motivating language learners. Clevedon: Multilingual Matters.
  • Cots, J., & Nussbaum, L. (2008). Communicative competence and institutional affiliation: Interactional processes of identity construction by immigrant students in Catalonia. International Journal of Multilingualism, 5(1), 17–40. doi:10.2167/ijm059.0
  • Coupland, N., Bishop, H., Williams, A., Evans, B., & Garrett, P. (2005). Affiliation, engagement, language use and vitality: Secondary school students' subjective orientations to welsh and welshness. International Journal of Bilingual Education and Bilingualism, 8(1), 1–24.
  • CPNL (Consorci per a la Normalització Lingüística). (2012). Memòria 2012. http://www.cpnl.cat/arxius/consadm/93/memoria2012_digital.pdf
  • Daming, X., Xiaomei, W., & Wei, L. (2008). Social network analysis. In L. Wei & M. Moyer (Eds.), The blackwell guide to research methods in bilingualism and multilingualism (pp. 263–274). Hoboken, NJ: Wiley-Blackwell.
  • Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behaviour. New York, NY: Plenum.
  • Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Malden, MA: Blackwell.
  • Dörnyei, Z. (2005). The psychology of the second language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
  • Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity, and the L2 self (pp. 9–42). Bristol: Multilingual Matters.
  • Dörnyei, Z., & Ushioda, E. (Eds.). (2009). Motivation, language identity, and the L2 self. Bristol: Multilingual Matters.
  • Freed, B., Dewey, D., Segalowitz, N., & Halter, R. (2004). The language contact profile. Studies in Second Language Acquisition, 26, 349–356.
  • Gardner, R. (1996). Motivation and second language acquisition: Perspectives. Journal of the CAAL, 18(2), 19–42.
  • Gardner, R. (2000). Correlation, causation, motivation and second language acquisition. Canadian Psychology, 41(1), 10–24. doi:10.1037/h0086854
  • Gardner, R. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 1–19). Honolulu, HI: U of Hawai'i Second Language Teaching and Curriculum Centre.
  • Gardner, R. (2010). Motivation and second language acquisition: The socio-educational model. New York, NY: Peter Lang.
  • Goldberg, E., & Noels, K. (2006). Motivation, ethnic identity, and post-secondary education language choices of graduates of intensive French language programs. The Canadian Modern Language Review, 62, 423–447. doi:10.3138/cmlr.62.3.423
  • Gore, S. (2002). The Catalan language and immigrants from outside the European Union. International Journal of Iberian Studies, 15(2), 91–102. doi:10.1386/ijis.15.2.91
  • Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94, 319–340. doi:10.1037/0033-295X.94.3.319
  • Huguet, A., & Janés, J. (2008). Mother tongue as a determining variable in language attitudes. The case of immigrant Latin American students in Spain. Language and Intercultural Communication, 8, 246–260. doi:10.1080/14708470802303082
  • Huguet, A., & Llurda, E. (2001). Language attitudes of school children in two Catalan/Spanish bilingual communities. International Journal of Bilingual Education and Bilingualism, 4, 267–282. doi:10.1080/13670050108667732
  • Lasagabaster, D. (2005). Attitudes towards Basque, Spanish and English: An analysis of the most influential variables. Journal of Multilingual and Multicultural Development, 26, 296–316.doi:10.1080/01434630508669084
  • MacIntyre, P., Mackinnon, S., & Clément, R. (2009). The baby, the bathwater, and the future of language learning motivation research. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity, and the L2 self (pp. 43–65). Bristol: Multilingual Matters.
  • Masgoret, A.-M., & Gardner, R. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53, 123–163. doi:10.1111/1467-9922.00212
  • Milroy, L. (1980). Language and social networks. Oxford: Basil Blackwell.
  • Milroy, L. (2000). Social network analysis and language change: Introduction. European Journal of English Studies, 4, 217–223. doi:10.1076/1382-5577(200012)4:3;1-S;FT217
  • Moraga, J., & Ferrer-i-Carbonell, A. (2008). Immigration in Catalonia. Barcelona: Institut d'análisis económic (IAE-CSIC). http://www.iae.csic.es/specialMaterial/a8263153727sp5537.pdf
  • Newcombe, L., & Newcombe, R. (2001). Adult language learning: The effect of background, motivation and practice on perseverance. International Journal of Bilingual Education and Bilingualism, 4, 332–354. doi:10.1080/13670050108667736
  • Noels, K. (2001a). Learning Spanish as a second language: Learners' orientations and perceptions of their teachers' communication style. Language Learning, 51, 107–144. doi:10.1111/0023-8333.00149
  • Noels, K. (2001b). New orientations in language learning motivation: Towards a model of intrinsic, extrinsic, and integrative orientations and motivation. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 43–68). Honolulu, HI: U of Hawai'i Second Language Teaching and Curriculum Centre.
  • Noels, K., Pelletier, L., Clément, R., & Vallerand, R. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50, 57–85. doi:10.1111/0023-8333.00111
  • Raschka, C., Wei, L., & Lee, S. (2002). Bilingual development and social networks of British-Born Chinese children. International Journal of the Sociology of Language, 153, 9–25.
  • SPSS ( 20.0 for Windows) [Computer software]. SPSS Inc.
  • Trenchs-Parera, M., & Newman, M. (2009). Diversity of language ideologies in Spanish-speaking youth of different origins in Catalonia. Journal of Multilingual and Multicultural Development, 30, 509–524. doi:10.1080/01434630903147914
  • Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity, and the L2 self (pp. 215–228). Bristol: Multilingual Matters.
  • Ushioda, E. (2011). Language learning motivation, self and identity: Current theoretical perspectives. Computer Assisted Language Learning, 24, 199–210. doi:10.1080/09588221.2010.538701
  • Wiklund, I. (2002). Social networks from a sociolinguistic perspective: The relationship between characteristics of the social networks of bilingual adolescents and their language proficiency. International Journal of the Sociology of Language, 153, 53–92.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.