The study of motivation to learn a L2 is a thoroughly discussed and researched subject in the field of L2 acquisition. Nevertheless questions like “What is motivation? How do humans get motivated? What specifies motivation in language learning?” (Nakata 2006, p. 23) are very difficult, maybe even impossible, to answer entirely.
So the aim of the following investigation should not be to give a complete picture of research on L2 motivation but to explore special parts of this extensive topic more precisely and to find out what exactly a teacher can contribute to a motivational teaching in the L2 classroom.
To show how to enhance students’ motivational intensity, it is necessary to know what motivation is. Therefore the complex theoretical concept of motivation itself will be dealt with at first in this paper. Furthermore there are various kinds of motivation which have been identified by researchers. Some of them will be presented in connection with their theoretical concepts and with reference to this it should be discussed if there is a type of motivation being most effective in terms of L2 learning. In a further step the factors of L2 motivation influencing the level of L2 learning motivation will be investigated in more detail. Having dealt with the nature of motivation itself and its factors the research will have a more practical orientation to the foreign language classroom. For that the point of view will be directed towards teachers and their possibilities of using motivational strategies and techniques in the foreign language classroom. The question how students’ motivation can be increased should be the issue to discuss in this place.
Table of Contents
1. Introduction
2. Motivation
2.1 Definition
2.2 Types of Second Language Motivation
2.2.1 Self-determination Theory: Intrinsic and Extrinsic Motivation
2.2.2 Gardner’s Motivation Theory: Integrative and Instrumental Motivation
3. Components of Second Language Motivation – Dörnyei’s Extended Framework
3.1 Basic Ideas of Dörnyei
3.2 Language-Related Factors
3.3 Learner Factors
3.4 Learning-Situation-Related Factors
4. Motivational Strategies in the Foreign Language Classroom – An Overview
5. Conclusion
Objectives and Core Themes
This paper aims to explore the complex nature of motivation in second language acquisition and examine how teachers can effectively influence students' motivational intensity through practical classroom strategies. It investigates theoretical frameworks of motivation and translates these into pedagogical approaches to enhance learning outcomes.
- Theoretical definitions of L2 motivation and its multifaceted nature.
- Distinction between intrinsic and extrinsic motivation, as well as integrative and instrumental orientations.
- Dörnyei’s extended framework for analyzing motivational components.
- Practical motivational strategies for the foreign language classroom.
- The critical role of the teacher in fostering a supportive learning environment.
Excerpt from the Book
2.1 Definition
Although researchers have investigated the study of motivation to learn a L2 for almost five decades “[t]he term ‘motivation’ presents a real mystery” (Dörnyei 2001, p. 7). Behind this formulation stands the complex, multifaceted nature of motivation which makes it a real challenge to define the term exactly. Nakata (2006) even mentioned that “motivation in language learning may be more complex than human motivation in general” (p. 49).
In one definition Dörnyei and Ottó (1998, p. 65) recognized the dynamic and changing element of L2 motivation and described it as a function of the human thinking process:
In a general sense, motivation can be defined as the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritised, operationalised and (successfully or unsuccessfully) acted out. (cited in Dörnyei 2001, p. 9)
In another definition ‘motivation’ was considered as “[t]he effort learners put into learning an L2 as a result of their desire or need to learn it” (Ellis 1997, p. 141). So, in this connection, the emphasis was put on the learner’s effort. According to Gardner and MacIntyre, motivation can be explained by the following three main components: “desire to achieve a goal, effort extended in this direction, and satisfaction with the task” (Mitchell & Myles 2004, p. 26). These factors seem to be very similar to that what was mentioned in the previously given definition by Ellis.
Summary of Chapters
1. Introduction: This chapter outlines the scope of the study, emphasizing the complexity of defining L2 motivation and the practical focus on teaching strategies.
2. Motivation: This section provides theoretical foundations, defining key terms and exploring intrinsic vs. extrinsic as well as integrative vs. instrumental types of motivation.
3. Components of Second Language Motivation – Dörnyei’s Extended Framework: This chapter presents a structured model that categorizes motivational factors into three levels: language, learner, and learning situation.
4. Motivational Strategies in the Foreign Language Classroom – An Overview: This chapter discusses concrete classroom techniques and macrostrategies to promote and maintain student motivation.
5. Conclusion: The concluding chapter summarizes that motivation is multifaceted and that teachers play a crucial role in applying flexible, student-centered strategies.
Keywords
L2 motivation, second language acquisition, intrinsic motivation, extrinsic motivation, self-determination theory, integrative motivation, instrumental motivation, Dörnyei, classroom management, learning strategies, pedagogical approaches, learner autonomy, teacher behavior, language proficiency, motivational intensity.
Frequently Asked Questions
What is the primary focus of this work?
The paper explores the theoretical concept of motivation in second language acquisition and provides practical guidance on how teachers can foster and sustain student motivation in the classroom.
What are the central thematic fields covered?
The work covers psychological theories of motivation, the distinction between various motivational types (intrinsic/extrinsic, integrative/instrumental), and pedagogical frameworks like Dörnyei’s model.
What is the central research aim?
The aim is to identify how teachers can contribute to a motivational environment in the L2 classroom by applying specific strategies based on identified motivational factors.
Which scientific method is employed?
The paper conducts a literature-based review and conceptual analysis, synthesizing existing psychological and educational research into a cohesive overview for language practitioners.
What topics are discussed in the main section?
The main section deals with definitions of motivation, Dörnyei’s extended framework, and practical, "teacher-friendly" macrostrategies for motivating learners.
Which keywords best characterize this work?
Key terms include L2 motivation, self-determination theory, Dörnyei's framework, integrative/instrumental motivation, and motivational strategies.
What is the difference between integrative and instrumental motivation?
Integrative motivation reflects a desire to assimilate into the target culture, whereas instrumental motivation refers to practical reasons for learning, such as employment or passing an exam.
How does the teacher influence student motivation?
The teacher influences motivation through their behavior, personality, teaching style, feedback mechanisms, and by creating a supportive, safe classroom atmosphere.
What are the "ten commandments" mentioned in the text?
These are a set of general macrostrategies proposed by Dörnyei & Csizér (1998) to make motivational techniques more applicable and manageable for language teachers.
Why is there no "ideal" motivational strategy for all learners?
Because learners are individuals with different needs, backgrounds, and personal traits, they respond to different stimuli; therefore, a one-size-fits-all strategy is considered unrealistic.
- Quote paper
- Steffi Joetze (Author), 2008, Motivation and Motivating in the Foreign Language Classroom, Munich, GRIN Verlag, https://www.grin.com/document/174062
