The second language acquisition of French immersion learners: Investigating the variables influencing motivation and achievement.

Date of Award


Publication Type

Master Thesis

Degree Name




First Advisor

Diffey, N.


Education, Bilingual and Multicultural.



Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.


The purpose of this study was to investigate the relationships between attitudes, motivational variables and achievement in 53 grade six French Immersion (FI) students, from four elementary FI schools. Students completed surveys to measure motivational variables, as well as a French achievement test and final report card grades for French Language Arts. The statistical tests included correlational analysis, discriminant function analysis and regression analysis. Attitudes towards French, desire to learn French, interest in foreign languages and motivational intensity all correlated positively with achievement. High French use anxiety correlated negatively with achievement. Contrary to earlier studies, integrative motivation did not correlate significantly with achievement. Regression analysis indicated that anxiety rather than motivation was the best predictor of achievement. The results of this study supported many of the relationships of the Socio-Educational Model. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2001 .M366. Source: Masters Abstracts International, Volume: 40-06, page: 1345. Adviser: Norm Diffey. Thesis (M.Ed.)--University of Windsor (Canada), 2002.