Original scientific paper
https://doi.org/10.15516/cje.v17i3.1759
Motivation and Learning Strategies as Predictors of Foreign Language Communicative Competence
Manuela Karlak
; Faculty of Education, University of Josip Juraj Strossmayer in Osijek
Tena Velki
; Faculty of Education, University of Josip Juraj Strossmayer in Osijek
Abstract
In second language acquisition the importance of individual difference factors is stressed, particularly that of the motivation and learning strategies, since those factors can be acted upon. Research points at a close, yet not completely clarified connection between those factors and the communicative competence, which is discussed in the introductory part of the paper.
The aim of the research was to find out which motivational factors and types of learning strategies can significantly predict foreign language communicative competence in a sample of high school students in the Republic of Croatia. The following instruments were used in the research: the Questionnaire on foreign language learning motivation (Karlak, 2014), the Strategy inventory for language learning (Oxford, 1990) and three measures of communicative competence, i.e. the grade obtained in class evaluation, the grade obtained in standardized evaluation (state high school-leaving exam) and the percentage of the correct answers achieved in the standardized evaluation. The results confirm the important role of motivation and learning strategies in predicting foreign language communicative competence. The results show that motivation (34.20 % of explained variance) and learning strategies (1.80 %) are the best predictors of success in class evaluation (40 %), and the least accurate predictors of grade in standardized evaluation (21.80 % of total variance explained), pointing to certain practical implications as well.
Keywords
class evaluation; communicative-metacognitive learning strategies; foreign language acquisition; learner characteristic motivation
Hrčak ID:
147044
URI
Publication date:
29.9.2015.
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