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This report is a revid version of the Attitude and Motivation Text Battery - Revid Manual initially prepared by R. C. Gardner, R. Clément, P. C. Smythe and C. L. Smythe as Rearch Bulletin No. 10 by the Language Rearch Group, Department of Psychology, University of Western Ontario. I would like to thank Ljiljana Mihic and Anne-Marie Masgoret for their assistance in producing this electronic form of the report. The Attitude/Motivation Test Battery: Technical Report (1985)1
R. C. Gardner
University of Western Ontario
The goals of any cond language programme are partly linguistic and partly non-
linguistic. The linguistic goals focus on developing competence in the individual's ability to read,write, speak and understand the cond language, and there are many tests available with which to asss the skills. Non-linguistic goals emphasize such aspects as improved understanding of the other community, desire to continue studying the language, an interest in learning other languages, etc. Very few tests have been made available to asss the non-linguistic aspects.
The Attitude/Motivation Test Battery has been developed to fill this need. Its
development follows more than 20 years of rearch, much of which has been directed to the investigation of English-speaking students learning French as a cond language. As a
conquence, the items comprising the battery are concerned primarily with French. Throughout this report, therefore, attention will be directed toward the sub-tests concerned with aspects of learning French as a cond language.
Other investigations have either modified the items or ud comparable ones to study the learning of English by French-speaking students in Canada (Clément, Gardner & Smythe,1977a) nior high school students in the Philippines (Gardner & Lambert, 1972), students in Finland (Laine, 1977) and elementary students in Belize (Gordon, 1980), and the learning of Spanish by American high school students (Muchnick & Wolfe, 1982). Although the tests often make u of sub-tests with the same names, the validity and reliability data prented in this report may or may not be applicable to them. The items in this test were developed for the Canadian context and for English speaking Canadians learning French in elementary and condary school. Changing the tting, the language or the general socio-cultural milieu in which the language programme exists might necessitate major changes in the items to make
them meaningful and relevant. At least, rearchers should be concerned with the issues involved in transporting items to other contexts.
The Attitude/Motivation Test Battery has been ud in many different forms. The original formulations of the major concepts as well as the original items were developed by Gardner (1958; 1960) and extended by Gardner and Lambert (1972). Full scale item development and concern with internal consistency reliability of the sub-tests which led to the prent version was initiated by Gardner and Smythe (1975a). A summary of the initial cross validation is prented by Gardner and Smythe (1981).
造价师培训机构The composition of the Attitude/Motivation Test Battery varies somewhat from form to form depending upon the purpo for which it is intended. In this report, I have included only tho sub-scales that were developed largely in our laboratory (e Gardner & Smythe, 1981).
Appendices A.1, A.2, and A.3 prent the items comprising each of the sub-tests, but when ud the items in Appendix A.1 are randomly prented and often intersperd with other items measuring other attributes such as authoritarianism (Adorno, Frenkel-Brunswik, Levinson and Sanford, 1950), ethnocentrism (e.g., Frenkel-Brunswik, 1949), anomie (Srole, 1951), etc. Similarly, the items in Appendix A.2 are randomized and prented as a single test.
It will be noted that the majority of the items are positively worded. This was necessary so that most of the evaluative items would be relatively innocuous to school age children and thus acceptable to the various Boards of Education in who schools we have conducted our rearch. The u of such items leads to possible confounds with respon bias, acquiescence, and the like, but was necessary at the time. Modifications of this battery for u in a university context has been done by Gliksman (1981) and Lalonde (1982) who have made greater u of positively and negatively worded items.
Appendix A.1 prents the items for eight sub-tests using a Likert (1932) ven alternative respon format. In each ca, individuals are prented with the item followed by the ven alternatives. An example is:
Canadian hockey players are the best in the world.
Strongly Moderately Slightly Neutral Slightly Moderately Strongly
opelDisagree Disagree Disagree Agree Agree Agree
Individuals circle the alternative which best indicates their personal feeling. The sub-tests using this format are as follows:
1. Attitudes toward French Canadians. This scale consists of ten positively worded items about French Canadian people. A high score on this measure (maximum = 70) indicates positive attitudes toward French speaking Canadians.
2. Interest in Foreign Languages. This measure consists of ten positively worded items (maximum = 70) designed to asss subjects' general interest in studying foreign languages. No specific language is mentioned in the items.
3. Attitudes toward European French People. This scale consists of ten positively worded statements about the European French. A high score on this scale (maximum = 70) indicates a positive attitude toward European French people.
4. Attitudes toward Learning French. This is a ten item scale adapted from Randhawa & Korpan (1973). Five of the items are positively worded, while five express negative ntiments. A high score (maximum = 70) indicates a positive attitude toward learning French.
5. Integrative Orientation. The four items in this scale emphasize the importance of learning French in order to permit social interaction with French Canadians or others who speak French.
A high score on this scale (maximum = 28) indicates that a student endors integrative reasons for studying French.
网易搜索6. Instrumental Orientation. Students are prented with four items which stress the pragmatic or utilitarian value of learning French. A high score (maximum = 28) indicates that the student endors instrumental reasons for learning French.
aerobicfackelmann7. French Class Anxiety. A five item scale with a high score (maximum = 35) reflecting subjects' degree of discomfort while participating in the French class.
8. Parental Encouragement. The ten positively worded items asss the extent to which students feel their parents support them in their French study. A high score (maximum = 70) indicates a high level of perceived parental encouragement.
Three sub-tests are prented in the form of a multiple choice test in which students circle the alternative they feel best describes them. The items for the three sub-tests are prented in a randomized order, though in Appendix A.2 they are grouped by sub-test. Also in that appendix, the weights for each alternative are prented in front of it, but the would not appear on the student's questionnaire. The three sub-tests are:
9. Motivational Intensity. This measure consists of ten multiple choice items which are designed to measure the intensity of a student's motivation to learn French in terms of work done for classroom assignments, future plans to make u of and study the language, etc. A high score reprents a student's lf report of a high degree of effort being spent in acquiring the language.
10. Desire to Learn French. Ten multiple choice items (maximum score = 30) are included in this scale with a high score expressing a strong desire to learn French.
11. Orientation Index. This sub-test consists of one item. Students are prented with four possible reasons for studying French, two of which stress its instrumental value and two its integrative value. The sub-test is scored dichotomously. Students lecting either instrumental reason are scored 1; tho lecting either integrative reason are scored 2.
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Eight sub-tests are assd by means of a mantic differential format (Osgood, Suci & Tannenbaum, 1957). The concepts, My French Teacher and My French Cour are each rated on 25 mantic differential scales (e Appendix A.3), and four scores are derived for each concept. The are:
12. French Teacher - Evaluation. The ratings on 10 evaluative scales are summed to reflect students
' general evaluative reactions to their French teacher. The items are scored in the direction indicated below such that a high score (maximum = 70) indicates a positive evaluation. The evaluative scales are unfriendly-friendly, unreliable-reliable, inconsiderate-considerate, bad-good, unpleasant-pleasant, inefficient-efficient, impolite-polite, insincere-sincere, undependable-dependable, and cheerless-cheerful.
13.French Teacher - Rapport. Teacher-pupil rapport is measured by five scales. The higher the score (maximum = 35) on this sub-test, the greater the perceived rapport and warmth of the teacher. The scales, keyed in the "rapport" direction, are suspicious-trusting, innsitive-nsitive, unapproachable-approachable, impatient-patient, and disinterested-interested.
北美mba排名14. French Teacher - Competence. Students' perception of their teacher's competence is tapped by five scales. A high score (maximum = 35) reflects a high degree of perceived competence. The scales are disorganized-organized, unindustrious-industrious, unintelligent-intelligent, incapable-capable, and incompetent-competent.
15. French Teacher - Inspiration. Subjects rate the extent to which they feel that their teachers inspire them to learn French. Five scales compri this measure. High scores (maximum = 35) are in
dicative of high levels of inspiration and interest. The scales are colourless-colourful, unimaginative-imaginative, dull-exciting, tedious-fascinating, and boring-interesting.
16. French Cour - Evaluation. Subjects' general evaluative reactions to the French cour are assd with 10 scales scored such that the higher the score (maximum = 70), the more positive a subject's evaluation of the cour. The scales are bad-good, disagreeable-agreeable, painful-pleasurable, unsatisfying-satisfying, awful-nice, unpleasant-pleasant, unenjoyable-enjoyable, unrewarding-rewarding, worthless-valuable, and unappealing-appealing.
17. French Cour - Difficulty. Ratings on five scales are summed to provide an estimate (maximum = 35) of the perceived difficulty of the cour. They are simple-complicated, elementary-complex, effortless-hard, clear-confusing, and easy-difficult.
18. French Cour - Utility. Five scales compri this subtest. A high score (maximum = 35) is associated with a high level of perceived utility. The scales are noneducational-educational, meaningless-meaningful, unnecessary-necessary, uless-uful, and unimportant-important.
19. French Cour - Interest. Five scales are summed such that the higher the score (maximum = 35) the more interest subjects had in the cour. The scales are tedious-fascinating, monotonous-ab
sorbing, boring-interesting, dull-exciting, and colourless-colourful.
Ten of the 19 measures are ud in the computation of four composite indices. The composite scores are as follows:
1. Integrativeness. This index reflects affective reactions of the individual toward francophones, his/her desire to learn French for integrative (or social) reasons, and his/her general interest in other languages. This is intended to asss attitudinal reactions applicable to the learning of a cond language which involves the other language community or other groups in general. It compris the sum of scores on the following scales: Attitudes toward French Canadians, Attitudes toward European French people (if appropriate or required), ratings of an Integrative Orientation, and Interest in Foreign Languages.
2015高考数学2. Motivation. This is an index of the individual's motivation to learn French. It incorporates the three-part conception of motivation consisting of the effort expended in learning French, the desire to learn French, and affective reactions toward learning French. The index is the sum of scores on Motivational Intensity, Desire to Learn French, and Attitudes toward Learning French.
3. Attitudes toward the Learning Situation. This is an index of the student's reactions to the language
learning context. It is intended to asss students' attitudes toward the context in which languages are taught and is the sum of students' evaluations of the French teacher and the French
cour. The other components (French teacher Rapport, Competence and Inspiration and French cour Difficulty, Utility, and Interest) are not included in this index.
4. Attitude/Motivation Index (AMI). This index includes all items from the above three indices plus measures of French Classroom Anxiety (negatively weighted) and Ratings of an Instrumental Orientation. This composite score is ud to produce one number which incorporates what currently appear to be the major attitudinal/motivational characteristics associated with proficiency in a cond language.
The Attitude/Motivation Test Battery was validated and standardized on samples of anglophone Canadian students in grades 7 to 11. The samples were drawn from ven regions across Canada and consisted of approximately 1000 students at each grade level. Although every attempt was made to obtain reprentative samples of students in each region, practical considerations required that intact class be ud, and final decisions concerning which class and schools were included were made by reprentatives of the school boards concerned. This report summarizes some of the major results obtained in that standardization and validation program.
The Attitude/Motivation Test Battery is a rearch instrument which has been developed to asss the major affective components shown to be involved in cond language learning. To date, its major applications have involved investigations of (a) the correlations of sub-tests and composite test scores with indices of language achievement and behavioural intentions to continue language study, (b) the effects of specific programs, excursions, etc., on
attitudinal/motivational characteristics, and (c) the relation of attitudes and motivation to classroom behaviour. It provides a reliable and valid index, however, of the various
attitudinal/motivational characteristics which rearchers may wish to investigate in many different contexts.
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绍兴学校The Attitude/Motivation Test Battery is comprid of scales asssing the individual's affective reactions toward various groups, individuals and concepts associated with cond language acquisition, and conquently discretion is required of the ur. Individual test scores should not be compared or made public, nor should they be discusd with the individuals concerned. Scores on subtests reprent attitudes inferred on the basis of individuals' opinions about specific items, and it is possible that students may give answers which they feel are desirable or "correct". As a conque
nce, care should be taken in the administration of the test to reduce possible confounds due to social desirability, and scores should be interpreted with caution.
The amount of confidence which can be placed in the results of the Attitude/Motivation Test Battery (or any attitude test for that matter) is affected by the care taken in its administration, and it is recommended that the test not be administered during times which will unduly affect respons to the various scales. Some situations which might be expected to influence students' respons include impending examinations, holidays and other special events, or, since some scales involve reactions toward ethnic groups, periods of social or political unrest involving the groups. When the test is ud to evaluate special programs, it is advid that care be taken to dissociate the testing from the program concerned. This might not always be possible, but the ur can at least play down the association. One way of achieving this is to have
