1

Motivation Factor on L2 Learning

L2 motivation research is characterised by a well-articulated and theoretically

explicit position right from the start (Dornyei and Skehan, cited in Doughty and

Long, 2003, p.613f). So there is a need to go through the research findings so as to

inform our teaching practices.

First of all, I would like to summarise the influence of motivation factor on L2

learning.

According to Lightbown and Spada (2001), motivation to learn is also important

determining factor in both rate of learning and eventual success in learning (p.42f).

Cook (1991, 1996) states that motivation in L2 learning involves two types of

favourable motivation: integrative and instrumental motivation. The integrative

motivation reflects whether the student identifies with the target culture and people

in some sense, or rejects them. The more that a student admires the target culture---

reads its literature, visits it on holiday, looks for opportunities to practise the

language, and so on---the more successful the student will be in the L2 classroom

(p.97f). Gardner and Lambert hypothesised that an integratively oriented learner

would be better in the long run for sustaining the drive necessary to master the L2

(cited in Larsen-Freeman and Long, 1991, p.173f). Dornyei (1990) found that an

instrumental motivation concerned with future careers was very powerful (p.98f).

2

Dulay, Burt and Krashen (1982) claim that integrative motivation and instrumental

motivation have been observed to affect second language learning (p.71f). Their

investigations demonstrated in situations where the practical value of the second

language is high, and frequent use of the second language is available and necessary,

instrumental motivation may be a powerful spur toward second language proficiency

(p.48f). Gardner and MacIntyre assert that both instrumentally motivated and

integratively motivated subjects learned better than subjects not so motivated and

that both integrative and instrumental motivations can influence second language

learning (cited in Brown and Gonzo, 1995, p.219f and p.221f).

Cook (1991, 1996) illustrates the relationship between motivation and L2 learning as

follows (p.100f):

Both integrative and instrumental motivations may lead to success, but lack

of either causes problems.

Motivation in this sense has great inertia.

Short-term motivation towards the day-to-day activities in the classroom and

general motivations for classroom learning are also important.

Based on the theoretical underpinnings for the motivation factor in L2 learning, I

would now address the classroom strategies and activities that can motivate L2

learners to learn L2.

3

Cook (1991, 1996) asserts that hight motivation is one factor that causes successful

learning; successful learning, however, may cause high motivation. The latter

process of creating successful learning which can spur high motivation may be under

the teacher’s control, if not the former (p.99f). This means that the teacher can be in

a position to control L2 learners’ language development.

As suggested by Lightbown and Spada (2001), L2 teachers can make a positive

contributions to learners’ motivation to learn L2 if L2 teachers can make learners

enjoy coming to the classroom. This can be achieved by making the content

interesting and relevant to L2 learners’ age and level of ability, by setting the

learning goals challenging yet manageable and clear, and by making the teaching

environment supportive and non-threatening (p.34f).

Pedagogical practices motivating learners to learn L2 can be either motivating

students into the lesson, or varying the activities, tasks, and materials, or using co-

operative rather than competitive goals (Crookes and Schmidt, 1991, cited in

Candlin and Mercer, 2001, p.34f).

Teaching materials can also motivate L2 learners to learn L2. For example, L2

teachers could use Stevick (1971)’s five types of reward that could be built into

materials and would encourage students to persevere and succeed:

1) Relevance---of the content to the students’ own language needs;

2) Completeness---inclusion of all the language necessary for the stated

aims of the course;

3) Authenticity---both linguistic and cultural;

4

4) Satisfaction---the student should leave each lesson feeling he has

benefited more than simply progressed;

5) Immediacy---the student should be able to use the material straight

away.

(cited in Johnson, K. and Johnson, H., 1998, 1999, p.224)

Cook (1991, 1996) holds the same view that the choice of teaching materials and the

information content of the lesson, for example, should correspond to the motivations

of the students (p.99f). This tells us that L2 teachers should strive to recognise

variety and nature of motivations and work with learner motivation in materials and

content (p.99f).

I personally believe that Dornyei (1994)’s list of strategies in planning motivational

elements can be included in L2 teaching. One of Dornyei’s strategies is to develop

learners’ instrumental motivation i.e. L2 teachers can discuss the role L2 plays in the

world and its potential usefulness both for themselves and their community (p.281f).

In my teaching practice, I usually introduce the target culture and people to L2

learners as part of the classroom activities. I find this practice can arouse learners’

interest in L2 as such content of teaching can motivate L2 learners to learn L2. Apart

from this, I always motivate L2 learners to use the target language as often as

possible and in varying situations. In classroom teaching, I try to give learners more

opportunities to practice the target language and encourage them to interact among

5

themselves in L2 under my supervision. What I have found is that in pedagogical

practices, there are many effective ways to motivate L2 learners.

To conclude, being a L2 teacher as myself, I believe that we can adopt various

strategies and approaches to motivate L2 learners to learn L2. In doing so, we can

effectively contribute to their L2 development as well as their success in L2 learning.

References

Brown, H.D. and Gonzo, S.T. (Eds.) (1995). Readings on second language

acquisition. An instrumental motivation in language study: Who says it isn’t

effective? (p.219 and p.221). US: Prentics Hall Regents.

Cook, V.(1991, 1996). Second language learning and language teaching. Learners

as individuals (pp.97-100). London: Edward Arnold (Publishers) Ltd.

Dornyei, Z. (1994). The modern language journal, 78 (3), Autumn. Motivation and

motivating in the foreign language classroom (p.281).

Doughty, C.J. and Long, M.M. (Eds.) (2003). The handbook of second language

acquisition. Individual differences in second language learning (p.613).

Oxford: Blackwell.

Dulay, H., Burt, M. and Krashen, S. (1982). Language two. Internal processing

(p.48 and p.71). Oxford: Oxford University Press.

Johnson, K. and Johnson, H. (Eds.) (1998, 1999). Encyclopedic dictionary of applied

linguistics: a handbook for language teaching (p.224). Oxford: Blackwell

Publishers Ltd.

Larsen-Freeman, D. and Long, M.H. (1991).An introduction to second language

acquisition research. Explanations for differential success among second

language learners (p.173). UK: Longman Group UK Limited.

Lightbown, P. M. and Spada, N. (2001). Factors affecting second language learning.

Cited in Candlin, C.N. and Mercer, N. (Eds.), English language teaching in

its social context: A reader (p.34 and p.42). London: Routledge.