Intensive Second Language Study in a Bicultural Milieu: An Investigation of Attitudes, Motivation and Language Proficiency¹

The purpose of this investigation was to investigate the relation of a series of attitudinal/motivational variables to achievement in French of samples of Canadian and American adult students in an intensive French language program, and to assess the effects of the program on attitudes, motivation, and French proficiency. The results demonstrated an association between an attitudinal/motivational factor, referred to as an integrative motive, and French oral proficiency and reported satisfaction with the program for the sample of 89 Canadian students, but not for the 65 Americans, even though an integrative motive factor was obtained with both samples. Furthermore, both samples evidenced decreases in anxiety and attitudes toward bilingualism, and increases in French proficiency as a result of the program, while the American sample also demonstrated a decreased appreciation of the French Canadian community, and an increased desire to learn French. The results were interpreted as reflecting the role played by attitudes in the language learning situation, but attention was directed toward the significant influence the sociocultural background of the student can have on the nature of this role.