Motivation and L2 Receptive Vocabulary Knowledge of Spanish EFL Students at the Official School of Languages

This study explores the relationship between the motivation and receptive vocabulary knowledge of a group of 30 EFL students in the 1st and 2nd year of the Official School of Languages intermediate level (B1) (Escuela Oficial de Idiomas - EOI). We measured their receptive vocabulary by means of the...

Descripción completa

Detalles Bibliográficos
Autores: Canga Alonso, Andrés [0000-0002-1578-1626], Fernández Fontecha, Almudena [0000-0002-6557-0296]
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2014
País:España
Institución:Universidad de La Rioja (UR)
Repositorio:RIUR. Repositorio Institucional de la Universidad de La Rioja
OAI Identifier:oai:portal.dialnet.es:doc/5bbc5d3fb7506047d09b6539
Acceso en línea:https://investigacion.unirioja.es/documentos/5bbc5d3fb7506047d09b6539
Access Level:acceso abierto
id ES_d1b8bf6b5cc45f8ccd042d85dadd84a4
oai_identifier_str oai:portal.dialnet.es:doc/5bbc5d3fb7506047d09b6539
network_acronym_str ES
network_name_str España
repository_id_str
spelling Motivation and L2 Receptive Vocabulary Knowledge of Spanish EFL Students at the Official School of LanguagesCanga Alonso, Andrés [0000-0002-1578-1626]Fernández Fontecha, Almudena [0000-0002-6557-0296]This study explores the relationship between the motivation and receptive vocabulary knowledge of a group of 30 EFL students in the 1st and 2nd year of the Official School of Languages intermediate level (B1) (Escuela Oficial de Idiomas - EOI). We measured their receptive vocabulary by means of the 2,000-word frequency-band from the receptive version of the VLT (2K VLT) (Schmitt, Schmitt and Clapham 2001, version 2). On the other hand, an adaptation of Gardner’s (1985) A/MTB questionnaire was used to analyse motivational levels. On a three-level scale to range learners' motivation marks, i.e. high motivation, medium motivation, low motivation, our results evince most learners' were highly motivated in the two years (level 3) and the rest were motivated (level 2). As could be expected in this type of language teaching, no lowly motivated learners were identified. Concerning the types of motivation, extrinsic motivation was higher than intrinsic motivation in both years. The evolution of general motivation and the two types, extrinsic and intrinsic, is not significant from the 1st to the 2nd year. Both the general motivation and the intrinsic type decrease slightly from one year to the following one. As for students’ receptive vocabulary knowledge, it increased significantly from the 1st to the 2nd year. Finally, no significant correlation was detected between this type of vocabulary and learners’ levels of general intrinsic and extrinsic motivation. Prensas de la Universidad de ZaragozaUniversidad de ZaragozaDepartamento de Filología Inglesa y Alemana2014info:eu-repo/semantics/articleSubtype: Articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://investigacion.unirioja.es/documentos/5bbc5d3fb7506047d09b6539reponame:RIUR. Repositorio Institucional de la Universidad de La Riojainstname:Universidad de La Rioja (UR)Inglésinfo:eu-repo/semantics/altIdentifier/doi/10.26754/OJS_MISC/MJ.20148766info:eu-repo/semantics/altIdentifier/pissn/1137-6368info:eu-repo/semantics/altIdentifier/eissn/2386-4834Motivation and L2 Receptive Vocabulary Knowledge of Spanish EFL Students at the Official School of Languages, 2014, vol. 49, pág. 13-28info:eu-repo/semantics/openAccessoai:portal.dialnet.es:doc/5bbc5d3fb7506047d09b65392026-06-14T12:47:17Z
dc.title.none.fl_str_mv Motivation and L2 Receptive Vocabulary Knowledge of Spanish EFL Students at the Official School of Languages
title Motivation and L2 Receptive Vocabulary Knowledge of Spanish EFL Students at the Official School of Languages
spellingShingle Motivation and L2 Receptive Vocabulary Knowledge of Spanish EFL Students at the Official School of Languages
Canga Alonso, Andrés [0000-0002-1578-1626]
title_short Motivation and L2 Receptive Vocabulary Knowledge of Spanish EFL Students at the Official School of Languages
title_full Motivation and L2 Receptive Vocabulary Knowledge of Spanish EFL Students at the Official School of Languages
title_fullStr Motivation and L2 Receptive Vocabulary Knowledge of Spanish EFL Students at the Official School of Languages
title_full_unstemmed Motivation and L2 Receptive Vocabulary Knowledge of Spanish EFL Students at the Official School of Languages
title_sort Motivation and L2 Receptive Vocabulary Knowledge of Spanish EFL Students at the Official School of Languages
dc.creator.none.fl_str_mv Canga Alonso, Andrés [0000-0002-1578-1626]
Fernández Fontecha, Almudena [0000-0002-6557-0296]
author Canga Alonso, Andrés [0000-0002-1578-1626]
author_facet Canga Alonso, Andrés [0000-0002-1578-1626]
Fernández Fontecha, Almudena [0000-0002-6557-0296]
author_role author
author2 Fernández Fontecha, Almudena [0000-0002-6557-0296]
author2_role author
description This study explores the relationship between the motivation and receptive vocabulary knowledge of a group of 30 EFL students in the 1st and 2nd year of the Official School of Languages intermediate level (B1) (Escuela Oficial de Idiomas - EOI). We measured their receptive vocabulary by means of the 2,000-word frequency-band from the receptive version of the VLT (2K VLT) (Schmitt, Schmitt and Clapham 2001, version 2). On the other hand, an adaptation of Gardner’s (1985) A/MTB questionnaire was used to analyse motivational levels. On a three-level scale to range learners' motivation marks, i.e. high motivation, medium motivation, low motivation, our results evince most learners' were highly motivated in the two years (level 3) and the rest were motivated (level 2). As could be expected in this type of language teaching, no lowly motivated learners were identified. Concerning the types of motivation, extrinsic motivation was higher than intrinsic motivation in both years. The evolution of general motivation and the two types, extrinsic and intrinsic, is not significant from the 1st to the 2nd year. Both the general motivation and the intrinsic type decrease slightly from one year to the following one. As for students’ receptive vocabulary knowledge, it increased significantly from the 1st to the 2nd year. Finally, no significant correlation was detected between this type of vocabulary and learners’ levels of general intrinsic and extrinsic motivation.
publishDate 2014
dc.date.none.fl_str_mv 2014
dc.type.none.fl_str_mv info:eu-repo/semantics/article
Subtype: Article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://investigacion.unirioja.es/documentos/5bbc5d3fb7506047d09b6539
url https://investigacion.unirioja.es/documentos/5bbc5d3fb7506047d09b6539
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.26754/OJS_MISC/MJ.20148766
info:eu-repo/semantics/altIdentifier/pissn/1137-6368
info:eu-repo/semantics/altIdentifier/eissn/2386-4834
Motivation and L2 Receptive Vocabulary Knowledge of Spanish EFL Students at the Official School of Languages, 2014, vol. 49, pág. 13-28
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Prensas de la Universidad de Zaragoza
Universidad de Zaragoza
Departamento de Filología Inglesa y Alemana
publisher.none.fl_str_mv Prensas de la Universidad de Zaragoza
Universidad de Zaragoza
Departamento de Filología Inglesa y Alemana
dc.source.none.fl_str_mv reponame:RIUR. Repositorio Institucional de la Universidad de La Rioja
instname:Universidad de La Rioja (UR)
instname_str Universidad de La Rioja (UR)
reponame_str RIUR. Repositorio Institucional de la Universidad de La Rioja
collection RIUR. Repositorio Institucional de la Universidad de La Rioja
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869420288169476096
score 15.300719

Similares en LA Referencia