Redefining Motivation in FLA and SLA

2001

This volume-the second in this series concerned with motivation and foreign language learning-includes papers presented in a state-of-the-art colloquium on second language motivation at the American Association for Applied Linguistics (Vancouver, 2000) and a number of specially commissioned studies.

2020

This paper aims to explore the role of motivation in second language acquisition. Motivation is one of the most important factors for learning a second language proficiently. Motivation is unavoidable linked with language achievement in the sense that it cannot happen without motivation. In short, motivation is used as a concept for explaining the success or failure of a language learner. There are many advantages for knowing other languages but they are not absolutely necessary, and as a consequence, motivation can play an important role in learning second language. And there are many factors that can affect this motivation.

I have been asked on occasion why I think there must be some sort of motivation to learn a second language, because most people learn at least one language, and often children from a bilingual home learn two languages, apparently with ease. Moreover, these people speak the language, they understand the language, and often they both read and write it, so why should motivation be important. My answer is that generally language is an integral part of growing up (which provides motivation in its own right), and is necessary to communicate and participate in ones environment. Often, this is not the case for second languages, especially those Alearned@ in school. There are many advantages for knowing other languages but they are not absolutely necessary, and as a consequence, motivation (as well as ability) can play an important role in learning a second language. And there are many things that can affect this motivation. I hope today to convince you of the importance of motivation in second language acquisition and to demonstrate that it is more complex than merely wanting to learn the language.

This talk discusses integrative motivation from the perspective of the socio-educational model of second language acquisition, and will focus on six topics. The first concerns the concept of motivation which can be shown to comprise at least 10 cognitive, affective and conative components. The second topic is the socio-educational model of second language acquisition. It is presented in two forms. One is the fundamental model which proposes that two major factors, ability and motivation, interact with language acquisition contexts to produce linguistic and nonlinguistic outcomes. It is assumed that the educational setting and the cultural context influence motivation. The other shows the relationships among ability, attitude, motivation, language anxiety and language achievement variables. The third topic is the Attitude Motivation Test Battery (AMTB) in which the components of the model and their assessment are presented. The fourth topic focusses on a brief review of some empirical findings based on our research.

American Based Research Journal, 2019

Among so many drivers functioning in the way of L2 acquisition process, motivation is considered as the best one by most of the scholars. Though there are many types of motivation, the integration of all sorts of motivational behavior accelerates the overall learning process of learners. Based on the importance of motivation, the current study aims to analyze the studies of famous scholars, their theories and concepts pertinent to the role of motivation in the field of SLA. Many empirical studies found that there is a big difference in terms of the attainment of the target language between the learners who are motivated and who are not motivated by any means. This paper will add value to the existing literatures based on the importance of motivation in the process of learning L2.

Hungarian Educational Research Journal

was published by Multilingual Matters in 2019. It is a valuable and diverse anthology of reminiscences given by outstanding scholars in relation to Gardner's seminal paper on 'Motivational variables in second language acquisition', which appeared in the 1959 edition of Canadian Journal of Psychology. The purpose of the book is to pay tribute to Gardner, the father of the socio-educational model by assessing the effect of his innovative theory on the scholarly world in a complex way and to demonstrate how this model has led to innumerable research ideas since its appearance in 1959. This successful book brings together leading scholars researching motivation on second language learning and acquisition from a wide range of fields such as social psychology, sociology, applied linguistics, historical and methodological issues as well as it provides the reader with a whole lot of new ideas for future exploration. Ali H. Al-Hoorie works as an assistant professor at the English Language Institute, Education Sector, Royal Commission for Jubail and Yanbu in Saudi Arabia. As a PhD student his supervisors were Zolt an D€ ornyei and Norbert Schmitt at the University of Nottingham. His main research interests include motivation and research methodology.

In this study, integrative motivation and instrumental motivation are examined to establish the correlation between the form of motivation and successful second language acquisition. The analysis studies whether other aspects, such as the degree in which the specificity of the courses or the introduction of an immersive virtual world can modify the students’ self-efficacy beliefs. Two groups of students were selected to carry out a qualitative study on motivation. The activities and results obtained in both groups were contrasted in order to determine if the two basic types of motivation played a relevant role in second language acquisition. It can be stated that the results showed that the pre-conceived beliefs of learners were relevant in certain activities, i.e. collaborative, web based activities; and in the demand for a definite syllabus of the course.

This article aims to investigate the various aspects and models of motivation that affect Second Language Learning (SLL). The primary focus is on the learner and the internal factors that encourage and facilitate their pursuit of language achievement (i.e. intrinsic/integrative). It is evident that there are external factors that also influence this process (i.e. Extrinsic/instrumental). So, the significant question such as; whether one can identify which type of motivation an individual will exhibit and whether this will lead to a greater or lesser success than another type, are also addressed in this paper. In line with William and Burden (1997), motivations from both internal and external influences are to some extent intertwined and rooted within individuals. However, with that being said, a common ground among scholars who may have opposing views in this topic, would agree that the individual themselves are or should be aware of the motivation that drives them in second language acquisition.

Research Journal of Social Sciences & Economics Review, 2020

This theoretical paper aims to describe the complex nature of second language learning motivation, focusing on its types and history. Motivation is the process that accounts for a person's intensity, direction, and persistence of effort towards a goal-achievement. It is an essential phenomenon in almost every field of knowledge, including psychology, sociology, and education, to name a few. Several studies have been conducted on the role and rank of motivation in different contexts and knowledge fields. A large body of literature has also tried to relate motivation with a variety of variables. When it comes to second language learning, the vital role of motivation is indisputable. However, the more it is investigated, the more complex this construct comes to the surface. During the past few decades, its typological-historical critical review reveals that its fast-evolving phases have added to its complexity and importance at the same time. The paper concludes that motivation will remain a complex construct; however, more in-depth, comprehensive, and serious investigations may help us understand this phenomenon. This paper has opened some curious questions which demand further field investigation and research probing. It is desirable to discuss a brief background of the term motivation to understand it as a critical construct in second language learning/teaching. The word motivation originates from the Latin word movere, which means move. It is a process that initiates, guides, and maintains goal-oriented behaviors. It is an internal condition directed to bring a change, either in the self of humans or their environment. Motivation endows an individual with the drive and direction needed to engage in an activity or a task. It causes an individual to act in a particular situation in a particular way to reach a goal or complete a task. Second language learning motivation, in particular, requires to understand this construct in its totality. Motivation is a multi-layered phenomenon spreading over the whole human existence. It involves emotional, social, and cognitive forces and factors that activate knowledge, skills, and attitude/aptitude (KSA) in humans. In an ordinary sense, this term is recurrently used to describe why, when, and how a person does something. It is the driving force that pushes or pulls humans to specific actions-good or bad. When short-term motivation turns into a long-term one, it not only refers to the factors that activate behaviors; it also involves the aspects that direct and maintains goal-directed actions. As a result, we often infer when, why, and how people do what they do, based on the observable behavior patterns in their actions, reactions, and interactions. Language is the chief feature of human existence, which starts with birth and continues till the end. Second language learning motivation is an old and vital area of research. There is a general belief among researchers that motivation plays a vital role in all kinds of learning. Likewise, many existing studies in the literature of different disciplines have examined different motivation variables and their

European Journal of Education Studies, 2017

In this article, I would like to write the review of the book, entitled Motivational Dynamics in Language Learning. It was edited by Zoltan Dornyei, Peter D. MacIntyre and Alastair Henry. The International Standard Book Numbers of this book are as follows: ISBN-13:978-1-78309-256-7 (hbk) and ISBN-13:978-1-78309-255-0 (pbk). This book has 429 pages and two parts. Before the first part of this book, there is a foreword and an introduction part. Before foreword, the names of the contributors of this book and their short biographies are given. Contributors of this book are listed by Dornyei, Maclntyre and Henry (2015: p.p. ix-x-xi-xii-xiii). Article visualizations: