| dc.description.abstract | Canadian society allows for group traditions and supports
a rich variety of cultures. The pluralistic nature of this
country makes it beneficial for a growing number of children
and adults to acquire a second language. Parents of school
children and prospective employers see this as an important
endeavor. Several reasons might explain this. Firstly, the
acquisition of a second language may be perceived as increasing
chances of securing employment. Secondly, many people want
to retain their cultural identity. For example, many adults
who come from French speaking families have lost the ability
to speak their maternal language fluently. Later, and for
different reasons, they may want their children to learn the
language that they (the parents) have lost. As a result, they
may place their children in schools where the indigenous culture
and language can be cultivated.
For years now educational communities have witnessed
the expansion and growth of second language programs in
elementary and secondary schools across the country (Ontario
Ministry of Education, 1976; 1977). These have been strongly
supported by both federal and provincial governments. Evidence
of the promotion of English/French bilingualism and biculturalism
in Canada, particularly in Ontario, is highly visible. One
only has to look at the hundreds of research projects the
government has funded to investigate factors related to the
acquisition of a second language (Ontario Ministry of Education, 1979; 1983; 1994). Furthermore, the subventions and interest
generated by the government to investigate factors related
to the acquisition of a second language has prompted several
researchers to study motivational characteristics of students
in second language programs.
There are various reasons why students study and persist
in studying a second language. It is the purpose of this study
to investigate affective components, such as competence, interest
and utility, shown to be involved in second language learning.
Hopefully, then, any contribution that this study can make
to the understanding of attitudinal and motivational variables
in second language acquisition will be an asset to the
educational community. | |
