This paper is about motivation in second language acquisition. First the term
“motivation” will be defined and explained. Afterwards this paper will explain
what different kinds of motivation exist and how they help to learn language. I
will focus on the work of Rod Ellis and Robert C. Gardner as well as the works
of Kimberly A. Noels.
The final part of the paper will discuss motivation in the classroom and how to
improve the motivation of students as a teacher. For this part I will focuse on
the works of J. Brophy. Motivation is often named together with aptitude. Therefore it is vital to define
the difference between aptitude and motivation.
Ellis (2008:75) states while aptitude describes the “cognitive abilities that
underlie successful L2 acquisition, motivation involves the attitudes and
affective states that influence the degree of effort that learners make to learn
an L2”.
So aptitude is a more or less stable component which the individual can not
directly interfere with. Motivation on the other hand is a component that can
change comparatively fast and can be altered by the learner himself.
Gardner (2001) writes that motivation describes the driving force behind the
effort of a learner. Motivation consists of three elements. The first element is
“effort”. A more motivated learner will put more effort in his or her studies. He
will be open to do extra work in order to improve his language skills, spend
more time with studying for the language and even deal with the subject on a
subconscious level. [...]
Table of Contents
1. Introduction
2. Definition of motivation
3. Different kinds of motivation and motivation theories
3.1 Integrative Motivation
3.2 Instrumental Motivation
3.3 Intrinsic Motivation
3.4 Extrinsic Motivation
4. Motivation in the classroom
5. Conclusion
Objectives and Topics
This paper examines the role of motivation in second language acquisition, defining its core components and exploring how various motivational theories impact a learner's success and classroom engagement.
- Theoretical definitions of motivation and aptitude
- Distinction between integrative and instrumental motivation
- Classification of intrinsic and extrinsic motivational subcategories
- Strategies for educators to foster student motivation in school settings
Excerpt from the Book
Definition of motivation
Motivation is often named together with aptitude. Therefore it is vital to define the difference between aptitude and motivation.
Ellis (2008:75) states while aptitude describes the “cognitive abilities that underlie successful L2 acquisition, motivation involves the attitudes and affective states that influence the degree of effort that learners make to learn an L2”.
So aptitude is a more or less stable component which the individual can not directly interfere with. Motivation on the other hand is a component that can change comparatively fast and can be altered by the learner himself. Gardner (2001) writes that motivation describes the driving force behind the effort of a learner. Motivation consists of three elements. The first element is “effort”. A more motivated learner will put more effort in his or her studies. He will be open to do extra work in order to improve his language skills, spend more time with studying for the language and even deal with the subject on a subconscious level.
The second element is “desire”. A learner desires to achieve a goal – in this case to successfully learn a second language.
The last element is called “affect”. The learner enjoys learning the language. Learning the language is a fun and challenging task which might even lead to enthusiasm. Each element on its own is not enough to be called motivation. If a learner lacks one element, he will not be entirely motivated and therefore learning will be more difficult for him.
Example: A learner that fulfills the elements “effort” and “desire”, but does not enjoy the language at all will maybe study hard, but will have problems to advance. His affective filter would be up.
Chapter Summaries
Introduction: Outlines the scope of the paper, focusing on the works of Rod Ellis, Robert C. Gardner, Kimberly A. Noels, and J. Brophy regarding second language acquisition.
Definition of motivation: Establishes the distinction between stable aptitude and dynamic motivation, while identifying effort, desire, and affect as the three core elements of motivation.
Different kinds of motivation and motivation theories: Provides a comprehensive overview of various motivational orientations, including their theoretical underpinnings and limitations.
Integrative Motivation: Explores the learner's desire to integrate into the target language group and discusses the "Machiavellian" variation of this theory.
Instrumental Motivation: Details how language learning serves as a tool for achieving specific goals, such as career advancement or academic success.
Intrinsic Motivation: Investigates the inherent pleasure and interest in learning, further categorized into Knowledge, Accomplishment, and Stimulation.
Extrinsic Motivation: Analyzes motivation driven by external factors, ranging from external regulation to integrated regulation and the concept of amotivation.
Motivation in the classroom: Examines practical approaches for teachers to support and sustain student motivation, emphasizing strategies beyond simple intrinsic or extrinsic incentives.
Conclusion: Summarizes the complexity of motivation as a critical factor in language learning and highlights the teacher's role in fostering student engagement.
Keywords
Second Language Acquisition, Motivation, Aptitude, Effort, Integrative Motivation, Instrumental Motivation, Intrinsic Motivation, Extrinsic Motivation, Amotivation, Self-Determination, Learning Strategies, Classroom Motivation, Language Achievement, Affective Filter, Educational Psychology.
Frequently Asked Questions
What is the primary focus of this paper?
The paper explores the role and impact of various forms of motivation on the process of acquiring a second language.
What are the core components of motivation discussed?
The work identifies three fundamental elements of motivation: effort, desire, and affect.
How is integrative motivation defined?
It describes a learner's interest in integrating themselves into the target language group or culture.
What is the difference between intrinsic and extrinsic motivation?
Intrinsic motivation is driven by inherent interest and pleasure in an activity, whereas extrinsic motivation is based on external rewards or the avoidance of punishment.
Which scientific sources does the author rely on?
The text is primarily based on the works of Rod Ellis, Robert C. Gardner, Kimberly A. Noels, and J. Brophy.
What is the goal of the section concerning the classroom environment?
It aims to provide teachers with insights into how to foster student motivation despite the limitations of a standard school environment.
How does "Machiavellian motivation" differ from standard integrative motivation?
Unlike traditional integrative motivation, Machiavellian motivation describes a desire to integrate for the purpose of manipulating or overcoming the target group.
What is "Amotivation" in the context of learning?
It refers to a state similar to "learned helplessness," where a student lacks intrinsic motivation and questions the purpose of the learning activity entirely.
Does the author suggest that intrinsic motivation is always achievable in school?
No, the author cites J. Brophy to explain why relying solely on intrinsic motivation in a typical classroom setting is often unrealistic.
- Citar trabajo
- Björn Saemann (Autor), 2009, Motivation in second language acquisition, Múnich, GRIN Verlag, https://www.grin.com/document/126974
