1. Published by Routledge © 2009 Mark Sawyer
Motivation (Ch. 8)
Understanding SLA
Lourdes Ortega (2009)
Published by Routledge © 2009 Mark Sawyer

2. The traditional approach: AMTB & motivational quantity (8.1)
Motivation narrowly defined (Gardner)
Effort (Motivational intensity)
Enjoyment (L2 learning attitudes)
Investment (Desire to learn L2)
Quantity measured by Likert scales
“Truly motivated individual” high in all 3
Unlike Kaplan, Watson lacks enjoyment

3. Integrativeness as an antecedent of motivation (8.2)
Favorable attitudes toward L2 NSs
General interest in FLs (+ low ethnocentrism?)
Integrative orientation
Integrative motivation (subsystem) =
Integrativeness is high
MOT (quantity) is high

4. Other antecedents: Orientations & attitudes (8.3)
Widely reported orientations (reasons)
Instrumental
Knowledge
Travel
Friendship
Integrative

5. Additional orientations
Among Anglophone Canadians
Dominance/recognition
Pragmatic control
Familiarity/involvement
Sociocultural/belletristic
(Clément & Kruidenier)

6. Attitudes Come from collective values, beliefs
Based on cultural reward, modeling
Specific to sociocultural milieu
HS attitudes  U MOT, integrativeness
(Indirectly)  U attitudes toward BiL, perceived communicative competence
Attitudes, experiences  MOT (Gardner)

7. First signs of renewal (8
First signs of renewal (8.4): Self-determination theory & intrinsic motivation
Types of regulation of behavior
Internal (intrinsic MOT)
Stimulation
Self-accomplishment
Knowledge
Identified (positive self-image)
Introjected (guilt/shame)
External (extrinsic MOT)

8. 8.5 Motivation from a distance: EFL learners’ orientations & attitudes
Orientations in Hungary (Clément et al.)
friendship/knowledge  xenophilic
instrumental/knowledge
L2 media/indirect contact/cultural interest
Attitudes in Japan: International Posture (Yashima)
Interest in int’l vocation/activities
Intercultural approach tendency
Interest in foreign affairs

9. 8.6 Language learning motivation: Possible in situations of conflict?
Israeli L2 learners (Donitsa-Schmidt et al.)
Early starters of L3 Arabic
More culture/peace/instrumental beliefs
JHS learners of Arabic vs. other L3s
More MOT/+ attitudes toward L3, speakers
Choice of L3 made no difference
Both groups: teachers, instruction impt.

10. 8.7 Dynamic motivation: Time, context, behavior
Process model of MOT (Dörnyei & Ottó)
MOT develops, changes over time
Causal vs. teleological MOT thinking (Ushioda)
Experience-based vs. Goal-oriented
Micro-context, task (Dörnyei)
Integrativeness & + course attitude 
+ task attitude  L2 output
+ peer attitudes also help for – task attitude
New focus on behavior (Csizér & Dörnyei)
e.g. language choice, intended effort

11. 8.8 Looking forward: L2 motivational self system
Components
Ideal L2 self (e.g. nativelike speaker)
Ought-to L2 Self (e.g. mustn’t fail exam)
L2 learning experience (past/present)
Process
Instrumentality + Attitudes to L2 group  Ideal L2 Self (new Integrativeness)

12. 8.9 Behold the power of motivation
Gardner’s research:
MOT predicts 9-16% of achievement
Dörnyei’s new research:
MOT predicts 35% of behavior (?)
Caution: MOT/L2 success relationship is reciprocal rather than causal