The Best Predictor of Success in Second Language Acquisition Is Motivation
The best predictor of success in second language acquisition is motivation
Benjamin Woelders
University of Queensland
S4274972
The following essay will look into the importance of motivation as a predictor of success in second language acquisition. The report will critically analysis some popular theories of motivation and allow of a better understanding to the different types of motivation. Moreover, the report will use the scholarly journals of other scholars who have actively tested and proved some of the popular conceptions regarding motivation and its importance in successfully acquiring a second language. Those findings will be supported further by personal evidence to support the topic.
It is relevant in order to support topic, one must be able to define motivation itself in relevance to second language learning. Earlier work on defining and categorising the different types of motivation experienced by second language acquirers was carried out by Robert Gardner and his colleagues. . Gardner proposed that in order to understand why learners were motivated, it is necessary to understand the learners’ ultimate goal or purpose for learning the language, (Liuolienė and Metiūnienė, 2006). Two terms of motivation were derived by Gardner, INSTRUMENTAL MOTIVATION (in simple context, the student is driven by external influences such as business or practical goals. It refers to learner’s desires to learn the language in order to accomplish some non-interpersonal purpose such as to pass an exam or to advance a career.) and INTEGRATIVE MOTIVATION (more of a personal driven motivation; a will to learn about another’s culture; to promote personal growth. This is a very communicative based form of motivation). The underlying theory of second language learning motivation is based on the definition of motivation as “the extent to which the individual works or strives to learn the language because of a desire to do so and the satisfaction experienced in this activity”
Benjamin Woelders
University of Queensland
S4274972
The following essay will look into the importance of motivation as a predictor of success in second language acquisition. The report will critically analysis some popular theories of motivation and allow of a better understanding to the different types of motivation. Moreover, the report will use the scholarly journals of other scholars who have actively tested and proved some of the popular conceptions regarding motivation and its importance in successfully acquiring a second language. Those findings will be supported further by personal evidence to support the topic.
It is relevant in order to support topic, one must be able to define motivation itself in relevance to second language learning. Earlier work on defining and categorising the different types of motivation experienced by second language acquirers was carried out by Robert Gardner and his colleagues. . Gardner proposed that in order to understand why learners were motivated, it is necessary to understand the learners’ ultimate goal or purpose for learning the language, (Liuolienė and Metiūnienė, 2006). Two terms of motivation were derived by Gardner, INSTRUMENTAL MOTIVATION (in simple context, the student is driven by external influences such as business or practical goals. It refers to learner’s desires to learn the language in order to accomplish some non-interpersonal purpose such as to pass an exam or to advance a career.) and INTEGRATIVE MOTIVATION (more of a personal driven motivation; a will to learn about another’s culture; to promote personal growth. This is a very communicative based form of motivation). The underlying theory of second language learning motivation is based on the definition of motivation as “the extent to which the individual works or strives to learn the language because of a desire to do so and the satisfaction experienced in this activity”
References: Cantos Gomez, P. (Jul 1999): Motivation in Language Teaching/Learning: Focus on the Postulates of Gardner and Lambert. Trabalhos em Linguistica Aplicada34. July-Dec 53-77. Dörnyei, Z. (2001). Teaching and Researching Motivation. Harlow: Pearson Education. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold Publishers. Gardner, R C; Day, J B; MacIntyre, P D. (Jun 1992): Integrative Motivation, Induced Anxiety, and Language Learning in a Controlled Environment Studies in Second Language Acquisition14. 2 197-214. Hernandez, T. (Jan 2006). Integrative Motivation as a Predictor of Success in the Intermediate Foreign Language Classroom. Foreign Language Annals 39. 4 605-617 Lightbown, P., & Spada, N. (2006). How Languages are Learned. New York: Oxford Richard-Amato, P. A., (2003). Making it happen: From interactive to participatory language teaching: theory and practice. White Plains, New York: Pearson Education. Sydney Morning Herald (February 7, 2011). A nation lost in translation, < http://www.smh.com.au/national/education/a-nation-lost-in-translation-20110206-1aifl.html#ixzz1c2eB1KZG > Xinhua News, (January 16, 2006)."汉语水平考试中心：2005年外国考生总人数近12万", (Chinese Proficiency Test Center: 2005 total number of foreign candidates nearly 12 million)