Individual Motivation in Learning French: AStudy on the Learners of CML at BangladeshUniversity of Professionals
Main Article Content
Abstract
This paper aims to explore whether instrumental or integrative motivational orientation effects the French learners of Centre for Modern Languages at Bangladesh University of Professionals. The study follows the quantitative research method to collect the data. The data was collected through a questionnaire. Both primary data and secondary data have been used in the accomplishment of the research. The study covers the French learners of CML, BUP following random sampling technique. The total sample size was 96. The theory of motivation by Gardner and Lambert has been used to analyze the study. This study reveals the communicative needs and interest of the French learners. It also explores gender and age factors in developing a new language. The paper has also represented the attitude of learners towards the French language community and French language learning itself. Finally, the study explores the current state of motivational orientation of the French learners and how the orientation correlates with each other.
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). Authors retain copyright and grant the journal the right of first publication. Anyone may copy, distribute, remix, adapt and build upon the work, including for commercial purposes, provided appropriate credit is given to the original author(s) and the source, a link to the license is provided, and any changes made are indicated. License details: https://creativecommons.org/licenses/by/4.0/
How to Cite
References
1. Akter, N. (2020). An Analytical Study over Bangladeshi learners’ Attitude toward Korean Language As K-Fan in 2020. Pearson Journal of Social Sciences &
Humanities, 6(6), 201-209. http://dx.doi.org/10.46872/pj.80
2. Ahmed, S. (2005). A Study on Motivation of the EFL Learners at Higher Secondary Level in Bangladesh. (Thesis). Jahangirnagar University.
3. Csizér, K. &Dörnyei, Z. (2005). The Internal Structure of Language Learning
Motivation and Its Relationship with Language and Learning Effort. The Modern
Language Journal, 89(1), 19-36. https://www.jstor.org/stable/3588549
4. Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second
languagelearning. Newbury House.
5. Gardner, R. C. (1985). Social psychology and second language learning: The roles of
attitudes and motivation. Edward Arnold Publishers.
6. Gardner, R. C. (2010). Motivation and second language acquisition: The socio-
educational model (Vpl.10). Peter Lang Publishing.
7. Hasan, M. M. & Rahman, M.A. (2017). Impacts of Language Lab in Transforming Traditional Learners into Autonomous Learners. Journal of Dhaka International University, 9 (2), pp.45-54. https://api.diu.ac//images/diuac/publication/1632830962_kaxIAEPVqd.pdf
8. Hernández, T. A. (2006). Integrative Motivation as Predictor of Success in the
Intermediate Foreign Language Classroom. Foreign Language Annals,39(4), 605-617. https://epublications.marquette.edu/span_fac/59
9. Johnson, B. (2012). Motivation and Attitudes Toward Learning French in the
University’s Foreign Language Classroom. Theses. https://opensiuc.lib.siu.edu/
cgi/viewcontent.cgi?article=1875&context=theses
10. Kankam, D. A. (2021). Study on Students’ Motivation for Taking a Foreign Language Course. Journal of Arts & Humanities, 10(9), 19-32. http://doi.org/10.18533/jah. v10i09.2150
11. Lai, H. Y. T. (2013). The Motivation of Learners of English as a Foreign Language Revisited. International Education Studies, 6(10), 90-101. http://dx.doi.org/10.5539/ies.v6n10p90
12. Lumbu, S. D., & Zannier-Wahengo, A. (2018). Investigating students & # 8217; motivations to learn French Foreign Language at the University of Namibia. JULACE: Journal of the University of Namibia Language Centre, 2(1), 107–133. Retrieved from https://journals.unam.edu.na/index.php/JULACE/article/view/1310
13. Meem, T. Z. & Ruman, M. A. K. (2018). The Effects of Global English on Culture and Identity: A Study in the Context of Bangladesh. Bangladesh Research Foundation Journal, 7(1), 53-67. www.researchfoundbd.org.
14. Rahman, A.R.M.M., Jalaluddin, I., Kasim, Z.M., & Darmi, R. (2021). Aliya madrasah students’ motivation for learning English in Bangladesh. Journal of Language and Linguistic Studies, 17(1), 70-84. http://doi.org/10.52462/jlls.5
15. Oxford, R., & Shearin, J. (1994). Language Learning Motivation: Expanding the Theoretical Framework. The Modern Language Journal, 78(1), 12–28. https://doi.org/10.2307/329249
16. Williams, M., Burden, R., &Lanvers, U. (2002). French is the Language of Love and Stuff: Student perceptions of issues related to motivation in learning a foreign language. British Educational Research Journal, 28(4). http://doi.org/:10.1080/0141192022000005805
17. Yihong, G., Yuan, Z., Ying, C., & Yan, Z. (2007). Relationship between English
Learning Motivation Types and Self-Identity Changes among Chinese Students. TESOL Quarterly, 41(1), 133–155. http://www.jstor.org/stable/40264334
18. Hossain, M. J. (2024). Digital Supply Chain Adoption and Operational Efficiency in Bangladesh's Manufacturing Sector: A Systematic Review. Pacific Journal of Business Innovation and Strategy, 1(1), 70-83. https://doi.org/10.70818/pjbis.v01i01.0240