Motivation and Second Language Learning, Essay Example

Introduction

Language is an integral part of human existence as it is the basis of how people interact, think, and behave. While learning a second language, the student embarks on incorporating the behavioral patterns, grammatical structure, and speech sounds of another target language culture. Motivation plays a crucial part in fostering the effective learning of a second language (L2) in addition to language aptitude and intellectual capacity. One of the theoretical frameworks providing relevant insights on the contribution of motivation towards effective L2 learning is Gardner’s motivational model, which offers a detailed and substantiated rationale on the predominant aspects promoting motivation among L2 learners, which are; getting a job, becoming more educated, and learning because it is important for one’s career. The other theoretical framework is the self-determination model, which provides substantial linguistic data as to why learners are motivated either from external or internal factors, thereby providing a framework for the increased understanding of the dynamics of individual motivation in learning L2. This paper is structured around the use of linguistic data while drawing on theoretical frameworks such as Gardner’s Motivational and the self-determination theories to establish the significance of motivation and its relationship to Second Language Achievements (SLA), thereby informing and fostering the increased competence and proficiency in my L2 teaching practice.

Literature Review

Definition of Motivation

Motivation is a concept that is multifaceted, considering that different researchers and scholars define it in a variety of ways. On one hand, while arguing on the precise definition of motivation, Dornyei (1998) claims that although the term motivation is frequently used in the research and educational contexts, it is surprising how there barely exists any agreement regarding the exact meaning of the construct. The discrepancy in the results regarding motivation can be linked to the diverse interpretations of the concept as well as the constructs related to it. Based on the behavioristic framework, unraveling the meaning was centered on determining the factors that influenced a resting organism to move into a dynamic state; hence, these studies focused on animals and humans while using a reward system to establish the motivation of individuals.

Subsequently, Piaget developed the cognitive development theory, founded on the idea that motivation is in-built unconscious strife towards a more differential and a complex development of the mental structure of an individual (Oxford & Shearin, 1994). Such a transformation in interests resulted in the change of focus from the ‘what’ to ‘why’ motivation exists. Conversely, Gardner (1988) argues that the concept of motivation is based on effort, desire, and the reason for the behavior. He also states that motivation is founded on the affectivity that is characterized by the L2 practices. In this case, motivation entails the measure by which a learner strives to meet a certain goal or even become a participative member of the community based on the adoption of L2 activities. This does not necessarily mean that an individual who has a passion for learning a second language is motivated, although when such a person tries their best to learn while making the necessary efforts, then it can be deducted that such an individual is motivated. Therefore, the concept of motivation cannot be determined by one measure such as a like or a dislike, and neither is it a simple construct.

Gardner’s Motivation Theory

L2 learning is a socio-psychological phenomenon, and this means that it is essential to establish the conditions under which it is enhanced. Gardner and Smyth (1975) n proposed the socio-educational model in an effort to determine the conditions revolving around L2 learning. In redefining the theory, Gardner promoted the idea that this model is a paradigm that is compatible with an array of newly developed research agendas while, simultaneously, there is significant evidence supporting its applicability (Taie & Afshari, 2015). The application of this model is founded on the use of individual scales as well as aggregated components such as instrumental motivation to acquire an overall score of integrative motivation. The concept of instrumentation motivation based on Gardner’s model is based on various key reasons that foster L2 learning, such as getting a job, becoming more educated, and learning because it is important for one’s career (Kreamer, 1993). This means that instrumentation motivation is founded on the benefits that a student would gain from learning L2.

Self-Determination Theory

The theory is structured around three elements: “intrinsic motivation, extrinsic motivation, and amotivation (Neols, 2001).” A learner who has high levels of motivation is bound to show autonomy throughout their learning activities, thus leading to higher achievement. According to Dornyei (2005), this theory is the most influential approach concerning motivational psychology, and this is why there have been various attempts within the context of the L2 to incorporate the theory and its precepts in the evaluation of L2 motivation. Conversely, Deci and Ryan (2008) claim that the theory of self-determination embarks on addressing an array of basic issues that include; self-regulation, energy, vitality, life goals, inspiration, and behavior and well-being.

Intrinsic Motivation – It is derived from within an individual based on their internal satisfaction and enjoyment. Precisely, this kind of motivation relates to the sense of well-being of the learner and their identity. Based on the arguments developed by Noels et al. (2000), intrinsic motivation is an element of “the self-determination theory,” and it exists in three kinds; intrinsic motivation stimulation, intrinsic motivation accomplishment, as well as the intrinsic motivation knowledge whereby they represent the pleasure derived in doing a task, accomplishing goals, and knowing new things respectively. The intrinsically motivated individuals find joy and reward in the learning activity while also attaining a sense of competence in the process of doing the task, which is why such learners are internally driven and not externally (Ehrman, Leaver & Oxford, 2003).

Extrinsic Motivation – Contrary to intrinsic, extrinsic motivation is externally driven, which means that it is based on the continuum of self-determination. Deci and Ryan (2008) argue that this kind of motivation is centered on actions that are promoted to achieve a certain instrumental objective which may either be avoiding punishment or earning a reward. In regards to the self-determination theory, extrinsic motivation transcends from the unwillingness of the learner to their passive compliance to the active and personal commitment, in support of this finding, Gardner, Lalonde, and Moorcroft. (1985) states that there are three forms of regulations associated with this type of motivation: “the external, identified, and introjected regulation.” For the external regulation, it entails the efforts and actions of a learner to achieve the benefits of engaging in a particular task, thereby reaching external rewards. On this note, the behaviors of the learner are influenced by their yearning to secure a reward contingency that is externally imposed.

Conversely, the identified form of regulation is structured around the use of reasons that are relevant to the learner to fuel their pursuit of activities that are important towards achieving a certain predetermined and valued goal. For instance, the L2 learners may embark on this activity because they consider it to be vital for the substantial development of their education. The individuals using this form of regulation engage in the learning process for the primary reason of reaching the inherent goodness and values it carries (Gardner, Tremblay & Masgoret, 1997). Finally, the introjected form of regulation is a combination of the two aforementioned forms of regulation whereby the learner takes up partial internalization for the external regulations although they are yet to fully embrace them as their own (Black & Deci, 2000). The dynamics of this form of regulation are based on the use of internal pressures to influence the learner’s engagement in a particular activity. For example, an individual who embarks on learning a language with the primary objective of not feeling left out, ashamed, or not fitting in with others.

Amotivation – Amotivation emanates from the lack of motivation which is influenced by the realization that there is no point which is according to Dornyei (2001). Another definition of amotivation, as provided by Deci and Ryan (2008), is that it is the relative absence of motivation that is influenced by the feelings of helplessness and incompetence as experienced by a learner and not the lack of interest initially when faced with an activity. There are four types of amotivation, as mentioned by Vallerland (1997), which are; strategy beliefs, helplessness beliefs, capacity-ability beliefs, and capacity-efforts beliefs. These types of amotivation, in the order highlighted above, are based on the perception of a learner that their misuse of strategy may result in an undesired outcome, that effort cannot be of any help or is inconsequential, the lack of self-confidence, and have the perception that a certain task is too demanding to be completed.

The Significance of Motivation in L2 Activities

Motivation is associated with an array of effects on the behavior and learning of students. One of the effects of motivation of learning is that it creates a path for directing the behavior of the learner towards a particular goal. In this regard, it is through motivation that L2 students are in a position to determine specific goals and subsequently strive towards them, which means that it plays a crucial role in affecting the choices made by learners, such as whether to take up L2 activities (Mahmoodi & Yousefi, 2021). Furthermore, motivation fosters increased energy and effort. As such, it determines whether or not a student will pursue the L2 activities, even though they may find it difficult while being fueled by a lackluster attitude or enthusiasm. The other effect that motivation has on students’ learning is that it facilitates and increases the commencement as well as the persistence of activities. Motivation is bound to increase the time a learner spends on their L2 activities as it also plays a crucial role in affecting their achievement and learning. In addition, motivation is the measure of cognitive processing whereby it affects how L2 learners process information (Dörnyei & Skehan, 2003). The reason is, these learners have an increased chance of paying attention when motivated while also trying to understand the content of the second language instead of merely proceeding through learning in a superficial way.

Motivation plays a vital role in facilitating the learning process. On this note, language teachers ought to substantially understand the impact of motivation on the acquisition to enable them to effectively teach a second language. Breen (2014) states that at the core of motivation is the passion which may be related to the desires and the intrinsic goals of an individual. Teachers play a crucial role in motivating L2 students, and this is why they ought to engage their learners to pursue the underlying L2 activities, thereby allowing them to reach their individual goals. These teachers have to implicate an array of enjoyable teaching strategies, which means that the classroom atmosphere ought to be relaxed and friendly (Masgoret & Gardner, 2003). Moreover, the relationship between the teacher and the students also determines the measure of motivation for the latter. This means that it is upon the teachers, as the guides, to establish an interactive and friendly environment that allows them to understand the specific and personal reasons for each student to engage in L2 learning (Csizér & Dörnyei, 2005). As a result, the teachers can embark on teaching their students how to effectively handle challenges while successfully achieving their desired goals.

Conclusion

Motivation plays a crucial role in fostering effective and successful L2  learning, which is evident from Gardner’s Motivational and self-determination theories. An individual who has a passion for learning a second language is not necessarily motivated, although when such a person tries their best to learn while making the necessary efforts, then it can be deducted that such an individual is motivated. Therefore, the concept of motivation cannot be determined by one measure such as a like or a dislike, and neither is it a simple construct. In this regard, it is imperative for teachers to focus on actively influencing the increased motivation within their students to enable them to reach their goals while engaging in L2 learning activities.

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