Student Motivation and Identity Construction in an Intensive U.S. French Immersion Program

FieldValue
dc.contributor.authorMaltais, Alexis
dc.date.accessioned2012-08-23T17:27:23Z
dc.date.available2012-08-23T17:27:23Z
dc.date.created2012
dc.date.issued2012
dc.identifier.urihttp://hdl.handle.net/10393/23190
dc.identifier.urihttp://dx.doi.org/10.20381/ruor-5938
dc.description.abstractThis study explores how U.S. college students experience integrative and instrumental motivation and how their sociolinguistic identity is understood, represented and constructed through their multiple experiences learning French as a Foreign Language (FFL) in an intensive Summer French Language Immersion Programs (SFLIPs). The results of the study demonstrate that participants who exhibited the most characteristics in connection to integrative motivation were the ones who took full advantage of the opportunities of being immersed in an environment in which exposure and production of the target language were maximized. The study demonstrates how participants’ lived experiences affect the way they construct their identity, how integrative motivation plays a key role in this construction and addresses a gap in literature by specifically adressing the themes of motivation and identity in the context of intensive French immersion in the U.S.
dc.language.isoen
dc.publisherUniversité d'Ottawa / University of Ottawa
dc.subjectIntensive Immersion
dc.subjectFrench as a foreign language
dc.subjectMotivation
dc.subjectIdentity
dc.titleStudent Motivation and Identity Construction in an Intensive U.S. French Immersion Program
dc.typeThesis
dc.contributor.supervisorFleming, Douglas
dc.embargo.termsimmediate
dc.degree.nameMA[Ed]
dc.degree.levelmasters
dc.degree.disciplineÉducation / Education
thesis.degree.nameMA[Ed]
thesis.degree.levelMasters
thesis.degree.disciplineÉducation / Education
CollectionThèses, 2011 - // Theses, 2011 -

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