MOTIVATION An Introduction to Applied Linguistics (2 nd Edition) Edited by Norbert Schmitt Chapter 10 ~ part 2

 After considering the important role of learning styles and strategies in language acquisition, motivation (as a third factor relating to the language learner) needs special attention.  Almost for every kind of behavior there would be a need or reason... even for learning a new language!

 Motivation needed for L2 learning is very different to any other type of motivation for learning other subjects. Why is that?  This is because an L2 learner involves in TL and TC far more than simply learning skills, or a system of rules, or a grammar.  Language learning has a significant impact on the social nature of the learner. (Williams, 1994:77)

 A second important aspect of L2 motivation is that it is not stable and static but is rather in a continuous process of change.  Dorneyei (2005) argues that motivation undergoes a cycle that has three cycles: 1.Choice motivation : generation 2.Executive motivation: maintenance 3.Retrospective evaluation: evaluation

 Bearing this (the cycle) in mind, for each stage there would be different motives.  Let us put ourselves in a psychologist’s shoes and see: ◦ How’s motivation generated? ◦ How’s motivation maintained? ◦ How’s motivation evaluated?

 For generating motivation, the most important components are values and attitudes related to the L2, the L2 speakers and language learning in general.  For Gardner (1985) understanding the broad sociocultural nature of L2 motivation should be emphasized.  Gardner’s (1985) theory of influential motivation: ◦ Integrative orientation ◦ Instrumental orientation ◦ Integrative motive

 Another important aspect of choice motivation is expectancy of success.  It refers to learner’s confidence in being able to carry out tasks associated with L2 learning.

 In Learning in classroom settings where distracting influences, such as off-task thoughts, anxiety or physical conditions make it difficult to complete the tasks, a particular motivation is needed. 1. Perceives quality of the learning experience. 2. “Autonomy” (self determination) 3. Motivational retrospection : To look back and evaluate

 One very important function of this stage is for learners to extend the repertoire of personally useful strategies (as a source of inspiration for future learning).

 Dorneyei (2005) uses the three stages of choice motivation, executive motivation, and motivational retrospection as an organizing framework and identifies 4 principal aspects for teachers to motivate learners: 1.Supply the prerequisites and basic motivational conditions  Keep your feet on the ground! 2.Help learners generate their initial motivation 3.Create learner autonomy and help them keep going 4.Provide inspiring feedback and encourage positive retrospective self-evaluation

 Assuming that styles, strategies and motivation are inter-related and very closely linked.  Using style and strategy surveys in the classroom.  Learner self-motivating strategies 1.Commitment control 2.Meta-cognitive control 3.Satiation control 4.Emotion control 5.Environmental control