Posted by Katie Butler on Monday, January 7, 2013 in SLA, Motivation, and Service-Learning.

I was reading a section on Motivation in Klaus Brandl’s Communicative Language..  and found references to the following resources:

• Garder, 1985 ( and his personal website contains many resources as well)
• Gardner and McIntyre, 1993
• Horwitz and Young, 1991

Here are the resources cited at the end of this powerpoint on Attitudes and Motivation in Intensive Second Language Programs:

• Dornyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory research, and applications. Language and Linguistics, 53 (S1), 3-32.
• Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
• Gardner, R. C. (1985). The Attitude and Motivation Test Battery: Technical Report. University of Western Ontario.
• Gardner, R.C., Smythe, P.C., Clément, R., Glicksman, L. (1976). Social and Psychological Factors in Second Language Acquisition. Canadian Modern Language Review, 32 (3), 198-213.
• Gardner, R.C. & Lambert, W. (1972). Attitudes and Motivation in Second Language in Second Language Learning. Rowley, MA: Newbury House Publishers.
• Graham, S (2004). Giving up on modern foreign languages? Students’ perceptions of learning French. Modern Language Journal, 88 (22), 171-191.
• Kristmanson, P. (2006). Beyond time on task in second language teaching and learning: A case study of cognitive processing in Intensive French. Unpublished doctoral dissertation, University of New Brunswick.
• MacFarlane, A., Peters, M., Wesche, M. (2004). Le régime pédagogiqe du français intensif à Ottawa: le bain linguistique. Canadian Modern Language Review, 60 (3), 373-392.
• MacFarlane, A. (2005). An Examination of Intensive French: A Pedagogical Strategy for the Improvement of French as a Second Language. Ottawa: CASLT.
• MacIntyre,P., Clément, R., Dornyei, Z., and Noels, K. (1998) Conceptualizing Willingness to Communicate in a L2: A Situated Model of Confidence and Affiliation. Modern Language Journal, 82, 545-56.
• MacIntyre, P., Baker, S., Clément, R., Donovan,L. (2002) Sex and Age Effects on Willingness to Communicate, Anxiety, Perceived Competence, and L2 Motivation Among Junior High School French Immersion Students. Language Learning, 52 (3), 537-564.
• Netten, J. & Germain, C. (2002). L’Apprentissage Intensif du Français: Rapport Final. Ottawa, ON: Department of Canadian Heritage.
• Noels, K., Clément, R. & Pelletier, L. (1999). Perceptions of Teachers’ Communicative Style and Students’ Intrinsic and Extrinsic Motivation. Modern Language Journal, 83 (1), 23-34.
• Noels, K., Pelletier, L., Clément, R., Vallerand, R. Why Are You Learning a Second Language? Motivational Orientations and Self-Determination Theory. Language Learning 53 (S1), 33-64.
• Vandergrift, L. (2005). Relationships among motivation orientation, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26 (1), 70-89.

And help is always welcome from Wikipedia… Motivation in second-language learning – Wikipedia, the free encyclopedia.

Tags: additional resources, reading list, student motivation