Motivation

history of L2 motivation research

The study of L2 motivation has evolved through several phases, influenced by psychological theories and educational shifts:

• Early 20th Century (Behaviorist Approach): Focused on conditioning and habit formation (stimulus-response).

• Mid-20th Century (Humanist Theories): Rogers and Maslow emphasized self-actualization and a hierarchy of needs (e.g., psychological, safety, esteem).

• Cognitive Revolution: Shifted to mental processes, expectancy-value theories (e.g., beliefs about success and task value), and self-efficacy (Bandura).

• Social-Psychological Approach (Gardner, 1970s–80s): Highlighted integrative (desire to connect with L2 community) and instrumental (practical benefits) orientations.

• 1990s Educational Shift (Dörnyei, Williams & Burden): Expanded to multi-level frameworks (language, learner, and learning situation) and process-oriented models (temporal changes in motivation).

types of motivation

Integrative Motivation: Desire to engage with the L2 community/culture (e.g., interest in French culture for French learners).

Instrumental Motivation: Pragmatic goals (e.g., career advancement, exams).

Intrinsic Motivation: Driven by inherent enjoyment or curiosity (e.g., learning Spanish for fun).

Extrinsic Motivation: Driven by external rewards/pressure (e.g., grades, parental expectations).

Self-Determination Theory (SDT): Continuum from amotivation to intrinsic motivation, emphasizing autonomy, competence, and relatedness

Achievement Motivation: Need for success vs. fear of failure.

Social Motivation: Peer/teacher influence and classroom environment

process oriented view on L2 motivation

Dörnyei’s model divides motivation into dynamic phases:

Preactional Stage (Choice Motivation):

Goal setting, influenced by attitudes, expectancy of success, and task value.

Example: A student chooses to learn Japanese due to interest in anime (integrative value).

Actional Stage (Executive Motivation):

Maintaining effort through autonomy, feedback, and self-regulation (e.g., breaking tasks into subtasks).

Example: Using rewards or group cohesion to sustain effort during a semester.

Postactional Stage (Retrospection):

Reflecting on outcomes via attributions (e.g., "I succeeded because I worked hard").

Influences future motivation (e.g., positive feedback encourages continued study).

motivational teaching practices

Creating Basic Conditions:

Positive classroom atmosphere, teacher enthusiasm, cohesive learner groups.

Generating Initial Motivation:

Enhance task relevance (e.g., tie lessons to students’ career goals).

Boost self-efficacy (e.g., "You can do this!" feedback).

Maintaining Motivation:

Autonomy-supportive tasks (e.g., student-chosen projects).

Protect self-esteem (e.g., constructive feedback).

Encouraging Retrospection:

Promote adaptive attributions (e.g., linking success to effort, not luck).

Use rewards judiciously (e.g., praise progress, not just outcomes).

Example: A teacher uses cooperative learning (social motivation) and lets students select topics (autonomy) to sustain engagement.