Gardners Theory on Motivation within the Context of the IELETS Classroom - Case Study Example

A CRITICAL EVALUATION OF GARDNER’S THEORY ON MOTIVATION WITHIN THE CONTEXT OF THE IELETS ROOM By Location Executive Summary Both researchers and teachers have accepted motivation as a key factor that influences the success and rate of second language learning. Motivation initiate learning the second language and the driving force to maintain the long learning process; indeed, many factors involved in second language acquisition assume a motivation to every extent. Without enough motivation, even people with the extra remarkable abilities may not reach long-term goals, and neither are good teaching and necessary curricula enough on their own to allow students’ achievement. High motivation may make up for some deficiencies in both one’s learning conditions and language aptitude. Gardner and Lambert emphasize that although language aptitude makes for some proportion of person variability in second language learning achievement, factors of motivation may override the effect of aptitude. Because of the main importance attached to it by researchers and practitioners alike, second language motivation has been the aim of many studies during the past few years. Until I990, this research had been dominated by an approach based on social psychology inspired by Gardner, Wallace Lambert, Richard Clement and others. The 1990s brought a shift in thought on second language motivation as some researchers in various parts of the globe tried to reopen the research topic in order to shed enough light on this subject. The renewed interest led to a flourishing of both theorizing on motivation and empirical research. The widening of the theoretical scope has led to the adoption of a new scientific concepts and terms without enough look of their interrelationship, giving second language motivation an aura of confusion and eclecticism. Introduction Motivation in Gardners model is the extent to which an individual strives or works to learn a language due to a desire to learn that particular language and the satisfaction he or she receives in this activity. A "motivated learner" is defined as one who is: (1) very eager to learn a language, (2) willing to extend effort on his/her learning activity, and (3) willing to maintain the learning activity (Gardner). Motivation plays a critical role in this model in some ways. Firstly, it helps to mediate any relation between language achievement and language attitudes. Secondly, it has a causal connection with language anxiety. Thirdly, it has a role to play in the context of informal learning, indicating the voluntary nature of learners who are motivated to participate in informal second learning contexts. Gardners research on motivation focuses on investigating the cause of second language achievement. In 1981, Gardner and Smythe developed a questionnaire known as the Attitude/Motivation Test Battery (AMTB) as an instrument to measure attributes associated with second language learning, some of which are assessed by tests in this questionnaire: (Gardner 2000) i. Integrativeness (Attitudes toward Canadians who are French speaking, Integrative Orientation, an interest in a Foreign Language), ii. Attitudes toward a Learning Situation (Evaluation of a French Teacher, French Course evaluation), iii. Motivation (Motivational Intensity, a desire to learn French, attitudes when learning French), iv. Language Anxiety (French class anxiety, the use of French anxiety) iv. Instrumental orientation Gardners Socio-Educational Model With the development of globalization, ones ability to master a second language is very important. According to research by second language acquisition, differences in learners have an impact on the achievement of learning, which includes sex, age, attitude, cognitive styles, motivation and learning strategies. Of these factors, motivation is used to make an explanation why some of the second language learners appear more successful than others. Gardener and Lambert proposed the first motivation theory of learning second language 1959 (Gardner 2000). This led to a great deal of studies on this topic from scholars. In this theory, instrumental motivation and integrative motivation are considered the most crucial elements in a second language. Integrative motivation is referred to as a sincere interest in a given language and need to become part of the language community. In addition, instrumental motivation deals with the benefit accrued from learning second language called utilitarian purposes. For instance, travelling, studying, or employment. Although the theory has limitations, it still plays an important role in the motivation theory development. (Hudson 2000). In the acquisition of a second language acquisition, many researchers have investigated the motivation behind second language learning ever since Gardner and Lambert shed light on the effect of motivation and attitudes in second language acquisition. Gardner and his associates (Gardner 2000) forwarded a model called the ‘Socio-Educational Model of Language Learning’. In underscoring the role of the socio-psychological factors of second language acquisition, the model includes integrative motivation. This is a combination of attitudes toward the targeted group, integrative orientation and interest in a language as a key element of the socio-educational model. Mowrer, whose goal was on first language acquisition, influenced Gardner’s work in the area of motivation. He proposed that success of a child when learning a first language is due to the desire to gain identity in his/her family unit and the wider community of language. Using this as a basis for research, Gardner decided to investigate the motivation as a factor that influences factor in second language acquisition (Ochsenfahrt 2012). In examining the role of motivation on learning of a second language, it is important to realize that it is a variable combined with other factors, which influences the success of the learner. Gardner, in his socio-educational model, pinpointed some factors that are interrelated when an individual is learning another language. Gardners model looks at the acquisition of a second language in a structured classroom setting, but not a natural environment. Gardner work focuses on the classroom of a foreign language. His model tries to compare 4 features of second language acquisition. The features include the cultural and social milieu, the learners personal differences, the context or setting in which learning occurs and linguistic outcomes. The cultural or social milieu refers to that environment where the individual lives, thus help in determining their beliefs concerning other languages and cultures. These beliefs have an impact on the acquisition of a second language. An example of this is the monoculture setting of Britain, where many people assert that it is not important to learn a different language and that minority people should assimilate and be proficient in the language that dominates the country. The same line of thought may be said of other predominantly monoculture communities around the world. However, in countries such as Canada, biculturalism and bilingualism are encouraged within their societies. The next phase of Gardners model gives the four individual differences that are believed to be very influential in the acquisition of a second language. They include the variables of motivation, intelligence, language aptitude, and situational anxiety. Closely connected with these variables is the other phase of the model, called the context or setting in which learning occurs. Two contexts are mentioned, namely formal instruction in the classroom and unstructured acquisition of language in a natural setting. Depending on the context, the individual difference variables impact alters. For instance, in a formal setting, aptitude and intelligence play a big role in learning, at the same time exerting a weak influence in a given informal setting. The variables of motivation and situational anxiety are thought to influence both settings in equal measures. The last phase of the model is linguistic and non-linguistic outcomes of this learning experience. Linguistic outcomes are the language skills and actual language knowledge. Linguistic outcomes include test indices such as general proficiency tests or course grades. Nonlinguistic outcomes show an individuals attitudes about cultural beliefs and values, usually in the direction of the target language community. Within this model, motivation is composed of three elements. They include a desire, effort, and affect. The effort here refers to a specific time spent in studying the language and the learners drive. Desire indicates the level in which the learner wants to be proficient in a given language. Affect shows the learners emotional reactions concerning language study. Integrative Motivation Motivation can be identified as the learners’ orientation concerning the goal of learning another language (Crookes & Schmidt 1991). Scholars believe that students who succeed in learning a given language are those who like the people speaking that language. They also like the culture and have that desire to be familiar with or even become part of the society that uses the language. This motivation is called integrative motivation. When a person becomes part of a new community that speaks the target language in its interactions, motivation of an integrative nature is a key element in assisting the student to develop a level of proficiency in that language. It is a requirement, for one to operate socially in the society and become part of community members. It is theorized that integrative motivation underlies successful acquisition of many registers and a native-like pronunciation (Finegan 1999). In a Japan setting, it is critical to find what the word "integrative" means. A more necessary approach to integrative motivation concept in the context of EFL would be a suggestion that it represents the need of the person to become bilingual, and become bicultural at the same time. This occurs during the addition of a different culture and language to the learners cultural identity. Since Japan is predominantly a monoculture society, an opportunity to use the target language during daily verbal exchanges is restricted. In addition, there is also limited potential in integrating into the community. Instrumental Motivation Instrumental motivation is contrasted to integrative motivation. This is characterized by the need to obtain something concrete or practical from the study of another language (Hudson 2000). The role of language acquisition is more utilitarian in instrumental motivation, such as satisfying the requirements for university or school graduation, job application, requesting a pay rise based on the ability to speak a language, technical material reading, work translation or achieving higher status. Instrumental motivation is characteristic of another language acquisition, where no social integration of the language learner into a society using the given language takes place. Integrative vs. Instrumental Motivation Both integrative and instrumental motivations are important elements of success, but it is integrative motivation, which can sustain long-term progress when one is learning a second language (Crookes et al. 1991). In researches done by Gardner and Lambert integrative motivation was found to be more important in formal learning environment compared to instrumental motivation. In other studies, integrative motivation has received more coverage, although for now instrumental motivation also receives much publicity. However, it is critical to note that instrumental motivation is only acknowledged as an important factor in some research, but integrative motivation is linked to the acquisition of successful second language. It has been discovered that learners select instrumental reasons more often than integrative reasons while studying the language. Students who embrace an integrative approach to studying language were usually highly motivated and more successful in learning of language (Falk 1978). An area where instrumental motivation may prove to be triumphant is in the circumstances where the student is given with no opportunity to use the language and, therefore, no opportunity to interact with the target groups members. The social circumstance helps to determine what orientation, language learners have and the type that is most important for learning language. Brown (2000) explains that, in India, where English is now an international language, it is common for second language learners succeed with instrumental purposes being the reason for the study. Brown (2000) points out that the two motivations, integrative and instrumental, are not mutually exclusive. Students of language rarely select a form of motivation when learning another language, but rather a mixture of both orientations. Brown cites the example of international students living in the United States who learn English for academic purposes and at the same time they wish to become integrated with the culture and people of the country. Motivation is a crucial factor in second language achievement. Because of this, it is essential to identify both the combination and motivation that help in the successful acquisition of another language. Similarly, it is vital to view motivation as a variable in an intricate model of related situational and individual factors, which are exclusive to each language learner. The attitude/motivation test was a questionnaire that Gardner and Lambert measured levels of motivation. This quantitative approach was made up of 130 items. For instance, the students had to respond to statements like “I have a plan to learn as much German as possible” on an agreement scale of 7. There were also multiple-choice questions that could measure orientation, motivational intensity, and desire. For example: “When it is French homework, I… a)… put effort into it, but not as I could; b)… work carefully, making sure I comprehend everything; c)… just skim it.” The scores are made with various amounts of point, and they are added to an index showing motivation level, the higher one scores, the stronger the motivation. These results are used for statistics comparing the level of motivation to the outcome of learning. The test is the only published standardized test for motivation of a second language. The test includes the main highlights of Gardner’s theory and other points, for example, anxiety about language and parental encouragement. It has a validity and good structure and was used for different researches of second language motivation. A point of criticism to this test is that it only measures motivation in terms of quantifiable components. The test is still a controversy if at all something complex such as motivation can be scored. Other studies on motivation and critics of Gardner’s theory It may appear that no one argue against the importance of sociopsychological factors of motivation in learning language, it is the concept of integrative motivation that has been an issue of criticism. Some researchers such as Crookes & Schmidt say that Gardners thoughts on terms related to integration are ambiguous while other researchers such as Clément & Kruidenier, Crookes & Schmidt and Oxford & Shearin say that the integrative motivational subsystem is much more multifaceted than earlier proposed. Additionally, there is another criticism with reference to the level to which there is an emphasis on integrative motivation in socio-educational model of Gardner. Due to dissatisfaction with Gardner dominant models of motivation, some scholars have made numerous attempts in redefining second language learning motivation in the last few years (Finegan 1999). However, many of the research findings may not be applicable to students in the context of EFL, where there is limited contact with the target community. Students with limited opportunity to use the new language must rely on written texts as the main source of input, just as in the present study. Despite this, only Day and Bamford (1998) have attempted to create motivation based on the theoretical model to read another language. In an attempt to reflect the nature of second language reading motivation which is multifaceted, their model includes value components and expectancy. The latter point deals with materials and ability of reading the second language. The former point contains attitudes in reading the second language and social-cultural environment. The two scholars argue that attitudes and materials are the main influences on motivation, which in turn affect the decision to read another language. Day and Bamford model lacks empirical evidence. In the year 1995, Tremblay and Gardner managed to extend Gardner’s theory. The researchers included 3 new variables in the process of achievement, language, attitude, and motivational behavior. Moreover, they added 3 mediating variables between behavior and attitude. They are: “goal salience” that refers to the particular goals of the partners and the frequency of his strategy of goal-setting use. The second one is “valence”. This denotes foreign language-learning-related value components that consist of the need to learn and know a foreign language and the attitudes towards learning it. The third variable is “self-efficacy”, this refers to expectancy and anxiety to reach a given level in the performance of language by the course’s end. The new model has been tested and shown by a statistical sample (Schmidt, Boraie & Kassabgy 1999). Many critics of Gardner’s theory point out that it is very theoretical and lacks a practical dimension. It is difficult to classify learners’ motives just as learning a language for travelling purposes, into these categories. Additionally, the integrative motivation is irrelevant to those students learning a foreign language in school where they lack contact with native speakers. Dörnyei (1990) suggested that the instrumental motivation is more important than integrative motivation for second language students. Foreign language learners may not have enough experience and knowledge to take part in the nature of the people that speak a given language in their preliminary stage of learning language. Integrative motivation cannot play an important role in the preliminary stage of second language learners. The role of different types of motivation may be different between foreign language learners and second language learners. Gardners stress on integrative motivation for learning a language may not fit in many language learning situations (Schmidt, Boraie & Kassabgy 1999). The Gardners model of motivation has applicability that is limited to the students who lack frequent contact with the language speakers since they have fewer opportunities to mingle with the speakers. Other factors contribute to the motivation of the students who are very far from the language speakers, such as knowledge orientation and instrumental motivation. Gardner was not supposed to overstate the role of integrative motivation in all situations of language learning. The importance of different forms of motivation can vary from each learning situation. Integrative and instrumental motivations may not necessarily be mutually exclusive. Brown (2000) said that learners hardly select one motivation type when learning another language. The motivation behind learning another language is a combination of different types of orientations. Brown cited an example of international students who live in the United States. These international students study English for academic reasons and at the same time hoping to be intertwined with the culture and people of the U.S at the same time. This clearly shows that integrative and instrumental motivations may mutually exist. In some instances, it is hard to divide instrumental and integrative motivations. The role of instrumental motivation is causing concern more in the future studies while the importance of integrative motivation has continuously received emphasis. It is crucial to note that the instrumental motivation has been regarded as a critical factor in second language learning, whereas integrative motivation is linked to the progress of second language learning. Motivation is an important contribution to the achievement of second language learning. This implies that identifying the combinations and types of motivations is a key to victorious second language learning. There is a need to remind learners that there are other variables, which may be unique to every language learner thus affecting the achievement of second language learning. Conclusion Gardner’s theory of motivation has created a lot of interest from both scholars and teachers. Although the theory has received criticism, it has helped to create knowledge for learners and other scholars. References Brown, HD 2000, Principles of language learning and teaching (4th ed.), Prentice-Hall, Englewood Cliffs, NJ. Crookes, G. & Schmidt RW 1991, Motivation: Reopening the research agenda. Language Learning, 41(4), pp. 469-512. Dörnyei, Z 1990, Conceptualizing motivation in foreign language learning. Language Learning Falk, J 1978, Linguistics and Language: A survey of basic concepts and implications (2nd ed.), John Wiley and Sons, New Jersey. Finegan, E 1999, Language: Its structure and use (3rd ed.), Harcourt Brace, London. Gardner, RC 2000, Correlation, causation, motivation and second language acquisition. Canadian Psychology, 41, pp. 1-24. Gardner, R 2010, Motivation and second language acquisition: the socio-educational model, Peter Lang, New York. Hudson, G 2000, Essential introductory linguistics, Blackwell Publishers, Canada. Ochsenfahrt, K 2012, Motivation as a Factor in Second Language Acquisition, München, GRIN Verlag Gm. Schmidt, R., Boraie, D., & Kassabgy, O 1999, Foreign language motivation: Internal structure and external connections, In R. L. Oxford (Ed.), Language learning motivation: Pathways to the new century, University of Hawaii Press, Honolulu, HI. Read More