This article investigated the intrinsic, extrinsic, and integrative orientations shaping reading and speaking English skills among adult Mexican immigrants in two gateway communities in Illinois. Intrinsic orientations refer to reasons for second language (L2) learning derived from one’s inherent pleasure and interest in the activity. Extrinsic orientations refer to reasons that are instrumental to some consequence. In turn, integrative orientation refers to social identity issues that are addressed by neither the intrinsic nor the extrinsic orientations. Findings indicated that whereas extrinsic and integrative orientations influenced English language skills, intrinsic orientations did not. More specifically, immigrants had multiple extrinsic reasons to be motivated to learn the language, including succeeding in the United States, finding (better) jobs, and communicating with health providers, bank tellers, and grocery store employees. In turn, both quantitative and qualitative analyses showed that closeness and openness toward L2 group influenced the desire to learn the language.

中文翻译：

---

影响农村移民目的地的墨西哥成年移民第二语言习得的因素

本文研究了伊利诺伊州两个门户社区中成年墨西哥移民中影响英语阅读和口语表达能力的内在，外在和综合取向。本质取向是指第二语言学习的原因，其源于一个人对活动的内在乐趣和兴趣。外在取向是指导致某些后果的原因。反过来，整合取向是指既没有内在取向也没有外在取向解决的社会认同问题。研究结果表明，外在和综合取向会影响英语语言能力，而内在取向则不会。更具体地说，移民有多种外在动机来学习该语言，包括在美国取得成功，寻找（更好的）工作，并与卫生服务提供者，银行出纳员和杂货店员工进行沟通。反过来，定量和定性分析都表明，对L2组的亲密和开放会影响学习语言的欲望。