The Role of Intergroup Contact and Indirect Effects Variables in Motivation to Learn a Second Language in a Bilingual University
Adelheid A. M. Nicol, Kalee De FranceAims and Objectives:
Research has shown a link between intergroup contact and prejudice through Intergroup Anxiety, empathy and perspective-taking. Two studies tested whether these relations would hold for motivation to study the second official language of a bilingual country, a variable that has the underlying premise of encouraging contact and communication with the outgroup.
Design:
Two self-report survey studies were conducted. Participants learning French as a second language in a bilingual university were sampled.
Data and Analysis:
To assess the indirect association between contact and motivation, we ran a mediation analysis within SPSS using the Process Macro.
Findings:
In Study 1 (
Originality:
This is the first study to apply contact theory to motivation to study a second language in a bilingual environment where learning that second language is a requirement.
Significance:
These studies broaden our understanding of the role of contact and its relevance to motivation to learn a second language in a bilingual environment. It provides important information as to the role of intergroup anxiety, empathy and perspective-taking, indicating that only other-directed intergroup anxiety is important in that relation.