Chapters | homeMotivation is defined as the learner's orientation with regard to the goal of learning a second language. Motivation is divided into two basic types: integrative and instrumental. Integrative motivation is characterised by the learner's positive attitudes towards the target language group and the desire to integrate into the target language community. Instrumental motivation underlies the goal to gain some social or economic reward through L2 achievement, thus referring to a more functional reason for language learning. Both forms of motivation are examined in light of research which has been undertaken to establish the correlation between the form of motivation and successful second language acquisition. Motivation in the Japanese EFL context is then discussed and studies which have been conducted in the field investigated. Gardner's Socio-Educational Model The work conducted by Gardner in the area of motivation was largely influenced by Mowrer , cited in Larson-Freeman and Long , whose focus was on first language acquisition.
MOTIVATION IN SLA
Motivation as a Contributing Factor in Second Language Acquisition
Motivation is the most used concept for explaining the failure or success of a language learner . In research on motivation , it is considered to be an internal process that gives behavior energy, direction and persistence in research in other words, it gives behavior strength, purpose, and sustainability. Once you do, being fluent in a second language offers numerous benefits and opportunities. Learning a second language is exciting and beneficial at all ages. It offers practical, intellectual and many aspirational benefits.
From integrative motivation to directed motivational currents: The evolution of the understanding of L2 motivation over three decades. Lamb, K. Ryan Eds. Basingstoke: Palgrave. Task motivation: What makes an L2 task engaging?
Definition of motivation 2. Motivation and teaching 3. Motivation in second language learning is an increasingly important area in applied linguistics. The current state of research is characterized by many different approaches, which have developed over time. Today there are still divided views about motivation. The social psychological approach dominated until the early s. Criticized, later supplemented and eventually replaced by pedagogical and psychological concepts Riemer