Stimulus Appraisal-Based L2 Attitude and Motivation among Indian ESL Learners

Abstract

This article presents the findings of a stimulus appraisal-based study using the criteria of goal significance, self/social image, coping potential, pleasantness, and novelty on the differences and similarities in the second language (L2) attitude and motivation of Indian English as a second language (ESL) learners (N>500) pursuing their undergraduate programs in three academic disciplines: engineering, humanities, and medical science. A modified version of Garnder’s attitude and motivation test battery (AMTB) was used as the questionnaire to collect data and the various L2 attitudinal and motivational dimensions in AMTB were interpreted as the criteria identified by Schumann in stimulus appraisal theory. The major finding of this study was that the mean scores of the need/goal significance dimension of ESL attitude and motivation significantly differed among the three ESL learner groups. The ESL learners across the three academic disciplines, however, exhibited mean scores within a similar range in the pleasantness and novelty dimensions of the stimulus assessment criteria. As studies on the differences in L2 attitude and motivation among adult L2 learners pursuing different institutional academic programs have been extremely limited, the findings reported in this article should have significant pedagogical implications for the understanding of L2 learning behavior in the context of such L2 classrooms.