Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context

@article{McEown2014StudentsSA,
  title={Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context},
  author={Maya Sugita McEown and Kimberly A. Noels and Kristie Saumure},
  journal={System},
  year={2014},
  volume={45},
  pages={227-241}
}
To support students' motivation to learn a foreign language, teachers should understand the reasons why their students wish to learn the language and incorporate this information in their teaching practice. The survey of 128 Canadian learners of Japanese focused on three questions: What are students' orientations for wanting to learn Japanese, and how are these orientations interrelated? Do orientations differently predict learning engagement and academic outcomes on the one hand, and language… Expand

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