Motivation+in+L2+Learning

Dornyei (1998, p. 117) claims that motivation is widely accepted as one the main determiners of the successful acquisition of a second language. According to Mackey (2006, p. 448), it is a matter of common sense that the more motivated the learner the greater the degree of successful acquisition. She adds that some researchers believe that motivation is the single most significant individual learner difference to affect SLA. According to Dornyei (1998, p. 117), there is little agreement in regard to the exact meaning of the term motivation in the SLA context. Ellis (1985, p. 116) distinguishes between ‘attitude’ and ‘motivation’. He cites Gardner and Lambert (1972) as describing attitude as, how committed the learner is to achieving a goal whereas motivation refers to overall goal or orientation. They suggest that the two are not mutually exclusive – one should impact on the other. Gardner (1979) as cited by Ellis says that attitudes do play a role in either helping or hindering a learner’s positive motivation. “ …. In contrast, Gardner and Lambert (1972) claim there is no implied relationship between the two. A learner’s attitude to a specific learning task may differ from their overall motivation. Brown (1981), as quoted by Ellis, names three different types of motivation. They are firstly ‘global motivation’, which is the learner’s general disposition toward learning. Secondly, there is ‘situational motivation’ which changes according the context or environment in which learning takes place. For example, the learner’s motivation might vary depending on whether the context is naturalistic or in the classroom. The last type of motivation is ‘task motivation’. This is the motivation connected to specific learning tasks. O’Malley and Chamot (1990) as quoted in the LIN 8001 Study Book (p. 108) when discussing the effect of learner factors in teaching learner strategies, regard motivation as perhaps the most important trait that learners bring with them to the process of SLA. Oxford and Nyikos (1989) as cited in the LIN 8001 Study Book (p. 109) reinforce this view and add that students with a higher level of motivation employ more learner strategies. Motivation is central to Krashen’s Free Voluntary Reading (FVR) approach to acquisition. In his view, reading is the most important strategy in improving competence in a new language. Krashen acknowledges that it can be a challenge to get students to read, but advises against using extrinsic motivation. He suggests that it is far more effective to provide materials which the learner finds exciting and compelling. de Bot, Lowie, & Verspoor (2005, p. 72) say that in the view of teachers, learners, and researchers, high motivation and a favourable attitude aid L2 acquisition. They explain that Gardener and Lambert (1972) distinguished between two types of motivation: integrative motivation and instrumental motivation. Integrative motivation is where the learner has an interest in the second language and its accompanying culture to the point where the learner wants to integrate in some way with the culture. In this distinction, attitude is strongly linked to motivation, in the sense that a positive attitude increases motivation. According to Oller and Perkins (1978) as quoted in de Bot, Lowie, & Verspoor (2005, p. 72) learners may have a very negative attitude toward the second language community and are motivated to learn the language for hostile reasons. This has been coined Machiavellian motivation. However, they add that in most cases high motivation is connected to a positive attitude. Instrumental motivation is where the learner has practical reasons for acquiring the L2. It is sometimes referred to as ‘Carrot and Stick’ motivation. Put another way, this type of motivation relies upon extrinsic influences and motivators where the learner’s effort will wane without immediate incentives. Both types of motivation can be simultaneously present within the learner. For instance, a student who although has a very positive predisposition to the L2 and its culture can be equally motivated by the desire to attain high grades. (de Bot, Lowie, & Verspoor, 2005, p. 72) Cook (1991, 73) explains that motivation in second language learning is not a choice between integrative and instrumental motivation, because both are important. A student can learn well with one or the other or with both. However, lack of both will cause difficulty. In addition, he points out that which one is more prominent for the learner can depend on the context in which they learn. For example, learners of French in Montreal are more likely to employ integrative motivation and learners of English in Manila are most likely to make use of instrumental motivation. Mackey (2006, p. 449) states there is no current consensus on whether motivation leads to acquisition by the learner being exposed to more input for instance, or whether successful learning feeds motivation. She points out that studies have shown that a learner’s level of motivation can enable us to predict the level of competence they may finally attain. In addition, (Mackey, 2006, p. 449) states that motivation does not remain static and can be affected by influences such as group dynamics and the learning environment. This would seem to support the importance of having a varied and stimulating environment in which to learn. In closing, when looking at whether or not motivation is the single most important determiner of successful language acquisition, I believe that it is not possible to say so with absolute conviction. It is clear that motivation is one of the most important factors in acquiring a new language. Ellis (1985, p. 119) states that the precise effects of motivation on L2 acquisition are unclear. Without strong and indisputable evidence, it would perhaps be foolhardy to make claims for motivation being the primary factor of success. Common sense would suggest that other factors not discussed here, such as, age and aptitude could also merit consideration. Nonetheless, while I would not categorically say that motivation is the most significant factor in acquisition, it certainly is one of the most important.