Why Are They Majoring in English? : Integrative Orientation and Self-Determination Theory

抄録

The present study aims to consider (1) how one current conceptualization of intrinsic and extrinsic motivation based on the self-determination theory might be adapted for Japanese EFL learners, and (2) how these aspects might relate to the motivational orientations traditionally identified by various researchers in social psychology. It is argued that by combining the constructs of intrinsic and extrinsic motivation described in Deci and Ryan's (1985) self-determination theory with intergroup constructs discussed by Gardner (1985) and Clement and Kruidenier (1983), a more complete understanding of the development of particular orientations and their role in language learning motivation can be achieved (Noels, 2001: 43). Although the results of Clement and Kruidenier's study indicate that four orientations are common to all groups, the present research is made through the following investigations; (1) to Find out which orientations are the most important to L2 learning among Japanese EFL learners, (2) to examine the relation between motivational orientations like integrative orientation and self-determination constructs, and (3) to verify for the degree of overlap among the variables of the test batteries by Gardner (1985; see also Gardner, Tremblay, and Masgoret, 1997). These results are discussed with respect to the influence of the Japanese EFL context on orientations and in terms of their implications for further studies.