Motivation in Second Language Learning

Аннотация

Success in learning a second language is frequently correlated with the idea of "motivation." The most common theory used to explain a language learner's success or failure is motivation. The research on motivation in second language acquisition (SLA) from reputable journals in the subject was compiled and reviewed in this work. The function of motivation as one of the most significant individual differences (IDs) in second/foreign language acquisition is examined, as are its interactions with second/foreign language learning. The larger thesis of this work is that context affects motivation and its structures, therefore every situation involving language learning has a different motivational model. Keywords: Motivation, second language acquisition, intrinsic motivation, extrinsic motivation, individual difference. Introduction: One of the significant and complex • To assess participants` L2 proficiency level variables of second language learning is motivation and • To find the impact of motivation over language it becomes more important when the aim of learning is proficiency of learners. the mastery of this second or foreign language. Literature Review Consequently, motivation has been regarded as a vital contributor to foreign language proficiency (Skehan, A numerous study on L2 learning motivation and 1989, Crookes & Schmidt, 1991). Ever since 1960s, the language proficiency can be found in the literature. construct of motivation and its correlation with second However, for the current case study, only closely language proficiency have attracted much research relevant researches are reviewed here. We can place attention (Spolsky, 1969, Lukmani, 1972, Gardner, these studies into three main categories-(1) studies Tremblay & Masgoret, 1997). Based on these previous whose findings showed that integrative motivation is studies on motivation in foreign or second language, more important factor than instrumental one, (2) this current small-scale case study has attempted to studies whose findings discovered the opposite, and (3) investigate the type of motivation, particularly, studies, which revealed that both types of motivation integrative and instrumental motivations among target have equal role in the L2 learning success. participants in learning English and find out In the first category of studies, Gardner, Smythe, and correlations, if any, between their motivation type and Clement (1979), who examined motivation and EFL proficiency. Two research questions guided this language proficiency among a group of Canadian and study: American adult students learning French, concluded 1. Are the participants motivated integratively or that there was an association between integrative instrumentally towards learning English? motivation and oral proficiency among the Canadian samples. However, among the American ones they 2. Does the type of motivation has an influence could not find such a relationship despite the fact that on the proficiency of participants involved? these students were also integratively motivated. To answer these questions, the following objectives Another research, which conducted by Gardner, Day, were set out: and MacIntyre (1992), was focused on the effect of • To identify the type of motivation of learners integrative motivation to the acquisition of French towards learning English vocabulary. The participants of this research, who International Journal Of Literature And Languages 94 https://theusajournals.com/index.php/ijll International Journal Of Literature And Languages (ISSN: 2771-2834) reported to be integratively motivated, performed adapted from Gardner`s Attitude/Motivation Test better than those who were instrumentally motivated. Battery (AMTB) (2004). As given in the appendix 1, the questionnaire has two sections that include ten Contrary to the abovementioned studies, Lukmani statements representing the students` motivation to (1972), who investigated motivation towards learning study English, five of which relate to instrumental English and the proficiency of Indian students in motivation and the other five reflect integrative Bombay, discovered that both types of motivation had motivation. Each statement has a 6-point Likert scale positive influence on language achievement, but more providing alternatives to identify the degree of significantly correlated one with language proficiency agreement or disagreement each participant had on was instrumental motivation. Similar results were that statement. Target participants were asked to found when Gardner and Lambert (1972) involved of select one of the choices from strongly disagree (1) to English learners in the Philippines. strongly agree (6). Additionally, the proficiency test Finally, as for the third category of studies, Gardner and (IELTS test from British Council) (Appendix 2) was also MacIntyre (1991) came to conclusion that both used in order to measure participants` language instrumental and integrative motivations had cr