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Significant Motivational Predictors of the Amount of Reading By Efl Learners in Japan
Setsuko Mori RELC Journal 2004 35: 63 DOI: 10.1177/003368820403500106 The online version of this article can be found at: http://rel.sagepub.com/content/35/1/63

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The results of Gardner and his associates’ work repeatedly suggest a strong correlation between integrative motivation and achievement (Gardner 1979, 1985, 1988; Gardner and Lambert 1959), and between integrative motivation and motivational behaviour (Gardner 1985; Gliksman, Gardner and Smythe 1982). Although no one seems to argue against the importance of socio-psychological aspects of motivation in language learning, a number of criticisms have been raised against Gardner’s socio-psychological approach to motivation. Together with criticism that the definition of integrative motivation is ambiguous (e.g. Crookes and Schmidt 1991), another criticism has been raised with reference to the degree to which emphasis has been placed on integrative motivation in Gardner’s socioeducational model. As summarized in Au (1988) as the Integrative Motive Hypothesis, Gardner and his associates (Gardner 1979, 1985, 1988; Gardner and Lambert 1959) consistently found the significant role Integrative Motivation plays in second language. However, many studies some Downloaded from rel.sagepub.com by Amelia Martinez on October 7, 2011