Second and foreign language motivation

Annotated bibliography on

Second and foreign language motivation

In this annotated bibliography I aim to explore second and foreign language motivation. First, I searched an answer for the concept of motivation, and the effects it has on language learning. Then, I became acquainted with two main models of motivation, which helped me to understand the different elements that play a crucial part in the whole, larger process. Finally, I analysed a case study of a learner of Korean language in a classroom setting. In that section I tried to find out whether all the components of the Dörnyei model for motivation are equally important.

Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, pp. 117-135.

The article first aims to formulate a definition for motivation. According to Dörnyei, motivation is generally accepted as ‘the energizing force for determining human behaviour and giving it direction’. It enhances the rate of successful L2 learning. He concluded this first part by stating that motivation is a multifaceted construct, and that motivational factors may override aptitude effect. Furthermore, Dörnyei provided an overview of some early theories for motivation. These included the expectancy-value theory (expectancy of success and value attributed to success), and the goal theory (goal identified as ‘the engine to fire the action and provide the direction in which to act’).

The goal of the first part is to show that motivation is a clearly unique phenomenon in the learning process, and that there is no single, one-way explanation for it. The article I use is from one of the most prominent scholars of applied linguistics, Zoltán Dörnyei. Therefore, I judge the source to be the most reliable as possible. It was helpful because it really added to my meagre knowledge about this topic. For instance, I did not consider past experiences and emotions to be that important in this process (a component in the expectancy-value theory). In the subsequent sections, my annotated bibliography continues with two prominent models of motivation of a second/foreign language.

Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, pp. 117-135.

Dörnyei, Z. (2012). Motivation in language learning. Shanghai: Shanghai Foreign Language Education Press. pp. 13-39, 69-85.

The goal of the second part of my research is to explore the two, currently accepted models of motivation in a bit more depth. The first one is the Canadian model (Gardner & Lambert, 1959), which claims that the rate of success depends on the learner’s attitude towards the linguistic cultural community of the target language. It makes a distinction between integrative motivation (with the aim of better understanding a culture, language and society) and instrumental motivation (to accomplish personal or professional goals, such as qualifying for a better job, etc...). The second model is Dörnyei’s extended framework, who based his research on a study carried out among Hungarian EFL learners with no contact with members of the L2 community (social dimension is less featured). He categorized motivation as follows: language level, learner level (need for achievement, self-confidence, language use anxiety) and learning situation level (within that there are course-specific, teacher-specific and group-specific components).

I found this part of my research even more captivating than the previous one. I already knew about the basic, integrative-instrumental distinction, but coupled with the other elements described in length in Dörnyei’s model formed a clear picture in my mind about foreign language motivation. In my opinion, the majority of learners in today’s world study foreign language because of a professional interest: obtaining better jobs, etc... Thus, language has really become a tool in our society to fulfil other goals.

Root, E. (1999). Motivation and Learning Strategies in a Foreign Language Setting. A Look at a Learner of Korean. University of Minnesota.

Root’s study aimed to examine the components of the Dörnyei model in classroom context. Data collection was processed through a diary. The study highlights that although diaries are subjective, they deal with natural data in natural setting from an insider’s point of view. The diary was a collection of entries through a 10-week Korean language course. After the course, entries were entered into computer. It was only then that Root began to analyse the data; therefore, it was not biased by conscious focus on motivation. Each and every entry was categorized into the corresponding element of the Dörnyei’s model.

In the first category (language level), mostly integrative comments were found. As far as the leaner level is concerned, I deduce that all of the elements played a crucial role in Root’s motivation. It was especially interesting to examine how self-efficacy affected her progress (which could develop from past accomplishments). Most of her comments, however, belonged to the learning situation level. In her opinion, group cohesion and dynamics, classroom goal structures were the most important (in the group-specific component of the Dörnyei model).

This study was a fascinating one. Elizabeth Root conducted every detail in a precise manner, paying careful attention to everything. It was a pleasure to read it, and I would recommend it to anyone who would like to dig deeper in this area. The specific categorization of the different levels of the Dörnyei model creates a clear picture of how factors influence behaviour, and which factor has more prominence in it. The results of the study serve as reminder of FL teachers of how motivation plays a crucial role in language learning: students need to be motivated week by week, and should be given as many authentic situations as possible.