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Frontiers in Educational Research, 2022, 5(19); doi: 10.25236/FER.2022.051906.

The Evaluation of the Influence of College Students’ Integrative and Instrumental Motivations on Their English Learning

Author(s)

Cui Luoqiang

Corresponding Author:
Cui Luoqiang
Affiliation(s)

Sino-German Institute Department, Zhejiang Wanli University, Ningbo, Zhejiang, 315000, China

Abstract

The learning of English as a second language has been studied for several decades. In order to assist the learners in succeeding it, various teaching methodologies has been invented and developed as well as the research into the individual differences in second language learning. This paper critically discussed and analyzed Gardner’s motivation theory and two kinds of motivations (integrative and instrumental) derived from it as well as the evaluation of their influence on college students’ English learning by providing more empirical studies regarding this topic. It concludes that Gardner’s Integrated Motivation theories could be applied to describe college students’ motivations and furnishes some practical implications of English language teaching to college students based on the influence of these two kinds of motivations.

Keywords

Integrative motivation, Instrumental motivation, Evaluation

Cite This Paper

Cui Luoqiang. The Evaluation of the Influence of College Students’ Integrative and Instrumental Motivations on Their English Learning. Frontiers in Educational Research (2022) Vol. 5, Issue 19: 26-30. https://doi.org/10.25236/FER.2022.051906.

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