ABSTRACT

This study examines the impact of two types of culture instruction on students’ motivation —a traditional curriculum that pivots on Spanish-speaking countries and a redesigned curriculum focused on US Hispanic communities. Drawing on Gardner’s (1985. Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold) socio-educational model, a survey was developed to measure participants’ (N = 869) integrative and instrumental motivation as well as their attitudes towards US Spanish. Confirmatory factor analysis and a mixed model linear regression were used to explore differences among groups after the intervention period.

Findings indicate (i) a negative effect of traditional culture instruction on integrativeness and instrumental orientation, (ii) a positive impact of the one-semester redesign treatment on integrativeness, and (iii) a positive impact of the two-semester redesign treatment on integrativeness, instrumental orientation, and attitude towards US Spanish. These results suggest that instruction aimed at embracing rather than ignoring US Spanish communities benefit students and that traditional models of teaching culture hinder motivation and learning.

摘要

这项研究考察了两种文化教学对学生动机的影响-传统课程以西班牙语国家为中心，以及重新设计的针对美国西班牙裔社区的课程。借鉴Gardner（1985.社会心理学和第二语言学习：态度和动机的作用。伦敦：爱德华·阿诺德（Edward Arnold））的社会教育模型，进行了一项调查，以衡量参与者（N  = 869）的综合和工具动机以及他们对美国西班牙语的态度。验证性因素分析和混合模型线性回归用于探讨干预期后各组之间的差异。

调查结果表明：（i）传统文化教学对综合性和工具取向的负面影响；（ii）一学期重新设计治疗对综合性的积极影响；（iii）两学期重新设计治疗对综合性的积极影响，工具倾向和对美国西班牙语的态度。这些结果表明，旨在拥抱而不是无视美国西班牙社区的教学使学生受益，而传统的教学文化模式阻碍了动机和学习。