The relationship between communicative approach in teaching english and motivation to learn

Junko Kurahachi, Juko Ando, Nobuyoshi Fukunaga, Takeshi Suto, Takashi Nakano, Masaharu Kage

Research output: Contribution to journalArticlepeer-review


The purposes of this study were 1) to examine the effects of the Communicative Approach on motivation to learn; 2) to clarify the relationship between learners' affective factors, motivation and performance in a Communicative Approach; and 3) to investigate the relationship between learners' affective factors and teaching methods : i.e. ATI effects. In order to investigate the affective side of Communicative Approach, the Grammatical Approach was adopted as a control condtion. Eighty -nine fifth graders (10-11 year-old) were assigned to one of the two approaches and were taught elementary English in a 10-day course. The results indicated that Communicative Approach tended to increase learners' motivation. Also, the results showed that learners' motivation correlated positively with performance in a Communicative Approach. Furthermore, ATI effects were observed between the attitudes towards foreigners and the two approaches when oral performance was used as a dependent variable.

Original languageEnglish
Pages (from-to)304-314
Number of pages11
JournalThe Japanese Journal of Educational Psychology
Issue number3
Publication statusPublished - 1992
Externally publishedYes


  • ATI
  • affective factors
  • communicative approach
  • motivation

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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