Why do people learn second languages? Why do for example Australians study Japanese or Korean people study French? The answers to these questions are important, according to Rebecca Oxford (1994), because ‘motivation is considered by many [researchers] to be one of the main determining factors in success in developing a second or foreign language’ (p.12). Gardner even claims L2 motivation to be the ‘primary factor’ in L2 learning in his socio-educational model (1994, p.361). Therefore, an investigation of the components of motivation and the influence of motivation on L2 learning seems quite reasonable. This essay will focus on the concept of motivation in second language learning. Initially, the definition of the term motivation shall be discussed and this will be followed by an identification of the key terms. Then the attention shall be drawn to research results concerning the importance of motivation as influencing second language learning. The essay will discuss Gardners quantitative approach and a recent research of Ushioda shall be taken into account that seeks to provide an alternative qualtitative approach. This approach focuses on students’ beliefs and thinkings rather than on measurable and observable activity. A final chapter will focus on implications for teaching.
Table of Contents
1.INTRODUCTION
2.DEFINITION
3. COMPONENTS OF L2 MOTIVATION
4. RESEARCH FINDINGS ON MOTIVATION
4.1 GARDNER’S EDUCATIONAL AND SOCIAL PSYCHOLOGICAL PERSPECTIVE OF L2 LEARNING
4.2 AN ALTERNATIVE APPROACH TO GARDNERS FRAMEWORK
5. IMPLICATIONS FOR TEACHING
6. CONCLUSION
7. REFERENCES
Research Objectives and Themes
This assignment examines the multifaceted concept of motivation in second language acquisition, specifically analyzing the interplay between quantitative and qualitative research approaches to understand how motivation influences language learning success.
- Examination of foundational definitions and components of motivation in L2 learning.
- Comparative analysis of Gardner’s socio-educational model and Ushioda’s qualitative approach.
- Evaluation of cognitive systems such as attribution theory, self-efficacy, and learned helplessness.
- Practical implications for language teachers to enhance student motivation.
- Exploration of the dynamic relationship between learner beliefs and language achievement.
Excerpt from the Book
2.DEFINITION
A definition of the term motivation seems rather difficult, because there is disagreement about the precise nature of its meaning. It seems to vary from culture to culture and from individual to individual. This is a problem, because the clarification of a definition is the first step to any further investigation. The word motivation is ‘derived from the Latin verb movere’ and means to move (Pintrich & Schunk 2002, p.5). According to Pintrich & Schunk, a general definition of the term motivation refers to ‘the process whereby goal-directed activity is instigated and sustained’ (2002, p.5). Moreover, Gardner states that a specific L2 learning motivation is ‘the combination of effort plus desire to achieve the goal of learning the language‘ (Gardner 1994, p.361). Thus, a motivated individual shows ‘favourable attitudes toward learning the language’ (Gardner 1994, p.361). Oxford summarises Gardner’s definition as a composition of four elements as follows: ‘a goal, a desire to attain the goal, positive attitudes toward learning the language, and effortful behaviour to that effect.’ In some cases the reader has to figure out which of these four elements an author includes in his or her concept of motivation which can be quite confusing. Therefore, Ellis correctly characterises motivation as a ‘slippery’ concept (1994, p.142). By contrast, Oxford thinks that ‘motivation reflects the power to attain the goal.’ Furthermore, she claims that ‘this power stems from the desire to attain the goal, positive attitudes toward learning the language, and effortful behaviour (1994, p.14).’ Consequently, in Oxford’s view, motivation merely equals the power to achieve a goal by contrast to others.
Summary of Chapters
1.INTRODUCTION: Provides an overview of the significance of motivation in second language acquisition and outlines the scope of the essay regarding Gardner's and Ushioda's approaches.
2.DEFINITION: Discusses the inherent difficulties in defining motivation, presenting various perspectives from researchers like Gardner, Oxford, and Skehan.
3. COMPONENTS OF L2 MOTIVATION: Analyzes the key dimensions of motivation, including integrative versus instrumental, intrinsic versus extrinsic, and various cognitive approaches.
4. RESEARCH FINDINGS ON MOTIVATION: Explores traditional motivational research and the shift towards cognitive theories in the context of SLA.
4.1 GARDNER’S EDUCATIONAL AND SOCIAL PSYCHOLOGICAL PERSPECTIVE OF L2 LEARNING: Details Gardner’s socio-educational model and its focus on language aptitude and attitudes.
4.2 AN ALTERNATIVE APPROACH TO GARDNERS FRAMEWORK: Examines Ushioda’s qualitative approach, which emphasizes learner beliefs and experiences over time.
5. IMPLICATIONS FOR TEACHING: Offers practical strategies for language teachers to incorporate motivation-enhancing techniques in the classroom.
6. CONCLUSION: Synthesizes the main findings and suggests that a combination of quantitative and qualitative approaches provides the most complete understanding of L2 motivation.
7. REFERENCES: Lists the academic literature and studies cited throughout the assignment.
Keywords
Second Language Acquisition, L2 Motivation, Gardner, Ushioda, Integrative Motivation, Instrumental Motivation, Self-Efficacy, Attribution Theory, Learned Helplessness, Learner Autonomy, Socio-Educational Model, Language Achievement, Qualitative Research, Quantitative Research, Language Learning Beliefs.
Frequently Asked Questions
What is the primary focus of this assignment?
This assignment investigates the concept of motivation in the context of second language learning, evaluating how different theoretical frameworks explain why and how people learn languages.
What are the core thematic areas covered?
The core themes include definitions of motivation, its components (integrative, instrumental, intrinsic, extrinsic), cognitive motivation systems (attribution, self-efficacy), and teacher-led motivation strategies.
What is the central research question?
The central inquiry seeks to determine the role of motivation as a determining factor in L2 success and how different research approaches—specifically quantitative and qualitative—contribute to our understanding of this phenomenon.
Which research methodologies are discussed?
The essay contrasts Gardner’s quantitative, factor-analytic approach with Ushioda’s qualitative, interview-based approach that examines learners' internal thinking and beliefs.
What topics are explored in the main body of the text?
The main body covers the identification of key motivation components, the validity of the socio-educational model, cognitive theories of learning, and specific pedagogical implications for classrooms.
Which keywords characterize this work?
Essential keywords include Second Language Acquisition, L2 Motivation, Gardner, Ushioda, Self-Efficacy, Attribution Theory, and Learner Autonomy.
How does Gardner define the role of motivation?
Gardner defines motivation as a primary factor in L2 learning, particularly emphasizing the 'integrative' aspect, where a learner’s willingness to identify with the target language community is central to achievement.
How does Ushioda’s perspective differ from Gardner’s?
Ushioda argues that Gardner’s model is too static and suggests that motivation should be viewed as a dynamic, qualitative process involving the learner's evolving beliefs and ongoing engagement over time.
- Quote paper
- Tanja Lins (Author), 2005, Motivation and Second language learning, Munich, GRIN Verlag, https://www.grin.com/document/48569
