Developing the proficient language learner: motivation, strategies, and the learning experience of Irish learners of French in a university setting

Abstract

The purpose of this study is to simultaneously examine the relationships between motivation for learning French, preferences for class activities, language learning strategies, and language proficiency for a cohort of first-year Irish university undergraduate students of French. More specifically, it examines these relationships with reference to the attitudes of the learners towards, and their motivation for, learning French grammar. The research was stimulated by both practical and theoretical concerns.