Role of Motivation in Second Language Acquisition - Research Paper Example

? Role of Motivation in Second Language Acquisition Role of Motivation in Second Language Acquisition Introduction More than often, researches carried out have pointed out at the role of motivation being the major drive in second language acquisition. More so, second language researchers have associated the important predictors of second language acquisition focus on issues of motivation and anxiety. As a result, current research works have identified both motivation and anxiety to have a lot of influence on learners study of a second language. Nevertheless, there has been no research carried among Saudi students in college based on the influence of motivation in studying English as a second language. With few researches, carried out to give investigational evidence that seek to understand motivational patterns associated with Saudi students’ acquisition of second language in English foreign language classes there was a need for further research. With the existing gap between the relationship influence of motivation with second language acquisition, I undertook a research because some of my colleagues at the XXXXX were from Saudi (Matsumoto, 2007). This research was focused on ascertaining the level of motivation that acted as a driving force for the Saudi students who had to learn English proficiently. Through a questionnaire that sought to ascertain the level of their motivation and anxiety towards English acquisition as a second language, I was able to set up the base for a formal research to examine the level of motivational and anxiety patterns as a result, of second language learning. More significantly, the subjects of the research were Saudi student who was studying English for their general academic purposes and latter use in their careers expressed dissatisfaction in their early education. More so, the students indicated that both social and psychological problems caused them difficulty when studying English as a second language in their earlier education at primary, intermediate and secondary schools for a period of seven years. Literature Review In most cases, motivation as a way of enhancing second language learning is important for an individual to acquire successfully language competence. Therefore, this section of the research gives an overview of literature that is considered relevant in establishing my research objectives. More than often, it is hard to describe the motivation because of it complex phenomenon in different facets of life. Shuib & Al-Tamimi (2009) put more emphasis on the fact that, proper motivation remains relevant among learners of a second language as a way of enhancing their language competence. More significantly, both the social and individual decisions in the degree of effort and emphasis people make, as they set their goals in second language depends on the source of motivation. On the other hand, Ghazi et al. (2010) described the motivation as the voluntary forces that give an individual the will to develop direction, arousal, and persistence of goal-directed towards achievement of success in second language acquisition. In addition, they believe that motivation acts as a driving force that compels, energizes and prompts an individual to develop interest in a second language learning within a particular time in which focus is set on attaining a specified goal. Rubenfeld et al. (2007) describe the motivation as self-determination, which drives an individual’s motives towards their goal pursuits as inspired by either intrinsic or extrinsic aspirations. More so, the goals that drive an individual’s motive is aimed at attaining both the basic and psychological needs that later on leads to external approval and rewards (Dekker & Fischer, 2008). As a result, students undertaking English learning, as their second language in their studies derive their motivation from extrinsic goals. Even so, learners of second language could be driven by intrinsic goals as they intend to enhance their sense of belonging within the community that uses a second language. As a way, of achieving success in enhancing second language acquisition there is a need to offer a good learning environment. Such a learning environment should offer care and support for the learner as a way of enhancing positive attitude. In addition, the learning environment should be focused on assisting an individual to improve the eventual learning outcome in both real life situation and academics upon completion of the second language learning. It is also essential to have a good learning environment set out to inspire and boost the second language student’s learning spirit. The learning of second language should focus on learner’s responsibility as they seek to achieve more growth in their social and professional engagements (Nunn, 2008). Nonetheless, there is a need to ensure that enhancement of motivation among learners learning a second language is essential (Husseinali, 2006). As a result, students who have higher levels of motivation perform better than those students who have lower levels of motivations. The different forms of motivation vary depending on the driving force. More so, the developmental motivation relates to the continuous personal satisfaction that an individual acquires from activities such as reading books written in English language. Therefore, the personal motives of learners is derived from engaging in English related activities, as a result, the learners show persistence and expended efforts, as they enjoy the activities and show a desire towards achieving their goals in building language competence. Even so, it is necessary to understand the reason why individuals who carry out particular behaviors as they learn the second language are driven by what forces to behave in a particular way. As a result, it is necessary to understand how behaviorists, constructivists, cognitivists and self-determination theorists understand about motivation’s role in second language acquisition (Comanaru & Noels, 2009). More than often, the perspective of motivation takes that of self-determination theorists who describe it as the pursuits that are driven by either the intrinsic or extrinsic nature through individual aspirations. As a result, individual motivation towards learning of second language is targeted at satisfying both the basic and psychological needs that are triggered by external rewards and approvals. On the other hand, the self-determination theorists do not differ with the behaviouristic perspectives as they describe the motivation as the drive that is brought about by anticipation of reward upon completion. Nonetheless, the constructivists' view motivation as the drive that influences an individual’s focus as directed by individual decisions and social contexts. As a result, when the social context encourages the acquisition of second language an individual more ably makes a decision learn it as it is highly encouraged in the society. More so, constructivists put more emphasis on the social context role in influencing an individual’s motivation in second learning acquisition (Rueda & Chen, 2005). This is because the cognitivists view motivation as the choices individuals make as they are influenced by experiences that relate to the learner's decisions. Above all, the choices learners make as they develop an attitude towards second language acquisition depends on goals, experiences, degree of effort and approach as they undertake their studies. Even as, intrinsic and extrinsic motivations play a significant role previous research have indicated that the integrative and instrumental motivation also influence a learners approach towards second language acquisition (Ghazi et al., 2010). Wan-er (2008) describes the integrative motivation by an individual to learn a second language to be derived from an individual’s desire to fully take part in the culture of people using the language. This is mainly because an individual wishes to fit into a different culture even though they do not understand their language and culture. On the other hand, the instrumental motivation mainly focuses on the drive learners who get to learn a second language. This is because they used it in practical situation including their future career life and as they socialize with different people who use the language. Even though, both integrative and instrumental motivations seek to influence an individual’s learning process the outcome of the second learning language differs. This is because, those interested in the culture focus deeply on opportunities to learn about the second language culture and its people while those who learn as a result, of instrumental motivation seek to derive a skill to use as they undertake different career paths in which the second language is widely used (Vivian Wu & Natalie Wu, 2008). With a wider understanding, of how motivation comes about it is essential to understand the different sources of lack of motivation as learners focus on mastering their second language as described by the subsequent demotivating factors. In most cases, learners lack motivation to acquire a second language because they feel they are straining especially when they are not impressed by the teachers’ personalities, lack of essential commitment and competence besides the teaching methods used in second language teaching. In addition, reduced self-confidence that is experienced by the learners because of failure lowers their motivation towards second language acquisition. Nonetheless, the lack adequate school facilities that offer an ample environment for learning for example, when the teachers who do not have the right level of competence in a language and students being taught in very large classes influence an individual’s lack of motivation towards second language acquisition (Wan-er, 2008). More importantly, learners who develop a negative attitude towards the acquisition of a second language are more likely to lack motivation as compared to individuals with a positive attitude (Javid , Al-Asmari & Farooq, 2012). Even so, some of the learners develop a negative attitude towards communities that speak the second language are not likely to be motivated to learn the language. In addition, learners who are forced to learn the second language because of its compulsory nature of study in the institutions lack motivation to achieve sustainable success in acquisition of language competence. The attitude of fellow members of the same class is more likely to influence the motivation learners have towards the acquisition of the second language. Nonetheless, the interference of their native language by the acquisition of the second language and the course books used in the class influence the motivation learners have when learning the language (Wan-er, 2008). Because there are different variable and factors that influence the level of students’ learning achievements in second language acquisition either directly or indirectly, this study will focus on the influence of motivation towards English acquisition as a second language among Saudi learners. As a way, of understanding, the attitudes and demotivation that have been associated with Saudi learners taking English as a second language this study will assist in achieving full satisfaction and improvement of motivation derived by the learners (Ghorbani et al., 2010). Thus, this study will not only focus on motivation as the readiness and eagerness towards the ability to use English but also the success derived from it in terms of ability to understand, write, read and speak in English as a second language. Methodology Participants Throughout the research study, a sum of twenty five college students including nine female and sixteen male students made up the participants in the study. The participants were selected based on random selection from a wide population of university students of xxxx who was of Saudi origin. The reason based on the selection of these university students with Saudi origin was aimed at achieving higher levels of English language skills. The average age was twenty three years and the research encouraged voluntary and conformity with institutional ethical guidelines during participation. More significantly, the purpose of the research was communicated to the participants as the measure of motivation levels that acted as a driving force towards their acquisition of English as a second language. As a study, which sought to be rational the learners selected as participants were of equal language learning ability in order to achieve independent research results that was unbiased. More significantly, the learners who were to participate in the research study were highly encouraged to answer all the questions given in the questionnaire in an honest perspective and to the best of their ability. Procedure The research studies involved the issuance of a questionnaire to English second language learners of Saudi origin to assess the influence of motivation in their acquisition of language competence. The questionnaire was written in English because all the participants understood it in both reading and writing as they answered the twenty two questions directed to get general information and direct answers that measured the level of motivation they had as they studied English as a second language. As a research seeking to find the participants perspective they were clearly informed of high confidence levels and the fact that there was no correct response as a result, the participants took thirty minutes to complete the questionnaire. Data Analysis and Discussion The results of the research study on the importance of motivation in second language learning conducted was analyzed based on the percentage of students who gave similar answers out of the total number of participants. More significantly, most students expressed instrumental and integrative motivation as one of the main causes for their delayed success in learning English. More than often, the influences of intrinsic, extrinsic, instrumental and integrative motivation indicated a strong outcome in second language acquisition. Twenty two of the participants found it interesting to learn English language as a second language expressed the drive derived from intrinsic, extrinsic, instrumental and integrative motivation to influence their language competence highly in writing and reading as over ninety percent of the learners indicated that they continuously used English as a second language. With the ages of learners interviewed, ranging from eighteen to twenty-seven years, there was a higher level of motivation learners above the age of nineteen years as indicated by eighty percent of both male and female learners within that age bracket. Twenty out of the total twenty five participants were in US for over five years. On the other hand, those at the early age of eighteen years and at twenty-one year’s showed eagerness to learn as compared to rest as over ninety five percent showed more keenness in learning English as a second language. At the age of eighteen, the learners felt more satisfaction would be derived from learning English as a second language as they showed more willingness and eagerness. More significantly, twenty four of the young learners’ who were highly motivated to learn English as a second language strongly pointed out at its use as they interacted socially with English native speakers. This is because they wished to fit into a different culture without complication and feel as part of them and therefore, were driven by their own individual’s desire to take part fully in the culture of people using the language (Wan-er, 2008). As a result, the focus on learning English as a second language was influenced by its use by different cultures, and as a result, they were driven by individual forces to understand the English language and culture. Nonetheless, ninety five percent of these learners were also driven by the motivation to engage in learning English as a second language, which is a satisfying and enjoyable activity. In addition, learners between the age of eighteen and twenty-seven pointed at both the extrinsic and the instrumental motivation as the driving force towards their devotion in learning English as a second language. This is because, all of them were focused in acquiring language competence in English, as it remained one of the languages used in most careers and social life in places where they could not use their native language. Even though, there was an expression of high motivation ratio, among the male and female participants there was an expression of dissatisfaction. More so, seventy five learners pointed out at the sizes of classrooms that had a larger number of learners and the lack of quality attention as the main causes of dissatisfaction. In addition, ninety five percent of the learners strongly agreed to the fact that teachers who taught English did not have an impressive personality and, lacked essential commitments and competence besides the teaching methods used in second language teaching. More significantly, ninety eight percent of the students felt that it was necessary for them to learn English language as a second language as it gave them a better opportunity of a successful life in the future. Even though, all the students were experiencing challenges from the use of English as compared to native language, they were always committed to continuously learning the language through reading more literature materials in English. Nonetheless, there was an equitable response as both the male and female learners expressed a given level of satisfaction in their study of English. Twenty three of them indicated that their learning of English as a second language had assisted them a lot in achieving success in their academics because they were successful among native English speakers. More considerably, all the participants strongly agreed that they would learn a second language as a way of using it in a practical situation including their future career life and as they socialize with different people who use the language. Nonetheless, they felt that they would gain motivation from extrinsic motivated behaviors because they could earn a reward in getting job opportunities because they would have acquired language competence in reading, writing and speaking in English. Even though, self-made choices were meant to inspire individuals to focus on challenging a situation, there was a need to take control of the outcome. As a result, twenty of the learners were motivated to develop a sense of competence as they focused in attaining proficiency in English language use. Twenty four of participants, especially all the female learners pointed out that at an earlier age they experienced reduced self-confidence as they learned English as they feared failure would lower their motivation towards second language acquisition. However, they expressed satisfaction later on as they could more amicably use English confidently in their studies and career life because they had language competence and proficiency in reading, writing and speaking in English. This is because, they experienced increased competency in using English as it boosted their self-confidence and self-esteem especially in social and professional engagements. Nonetheless, the idea of dissatisfaction because there was the lack of adequate school facilities came up as most participants indicated that they did not have an ample environment for learning. Twenty of them expressed difficulty in mastering English as a second language because their teachers also used English even though, they did not have the right level of competence because it was a second language as compared to those who use English as their first language. More so, this influenced the participant’s lack of motivation at some point of learning towards second language acquisition. More importantly, these learners further indicated that they develop a negative attitude towards the acquisition of a second language as it proved hard lowering their level of mastery as compared to those individuals with a positive attitude. Even so, twenty one of the learners developed a negative attitude towards communities that speak the second language as they learned the language. In addition, all the learners pointed further that they were forced to learn the second language because of its compulsory nature of study in the institutions lack motivation to achieve sustainable success in acquisition of language competence. The attitude of fellow members of the same class is more likely to influence the motivation learners have towards the acquisition of the second language. Nonetheless, the interference of their native language by the acquisition of the second language and the course books used in the class influence the motivation learners have when learning the language. Even as, the learners expressed satisfaction a twenty one of the participants showed dissatisfaction because the learning of English as a second language in Saudi was compulsory. This is because, the learners were required to learn English as a second language at the beginning of their studies in their earlier education at primary, intermediate and secondary schools for a period of seven years. Nonetheless, they attributed to positive benefits later on in English language competency in their studies, career life and social life. Twenty two of the learners of Saudi origin expressed that even though they experienced social and psychological problems for fear of failure while learning English and using it they achieved success in the long run. They highlighted the use of practice in real life situation and reading of literature articles written in English as a way of enhancing their language acquisition. Conclusion In conclusion, motivation is pointed out as the driving force behind many Saudi origin learners acquisition of English as a second language. This is because, majority of the Saudi learners’ showed the willingness to develop direction, arousal, and persistence of goal-directed towards achievement of success in acquisition of English as a second language. In addition, they believe that through motivation they get the driving force that compels, and prompts them to develop interest in a second language learning within a particular time in which focus is set on attaining a specified goal(Kikuchi, 2009). Teaching methods used by the teachers should motivate learners towards second language acquisition as a way of using it in a practical situation including their future career life and as they socialize with different people who use the language (Kikuchi, 2009). More significantly, the research study indicated more practice through reading books, encouraging students and assisting the students with social and psychological problems as an opportunity for learners to acquire language competence in reading, writing and speaking in English (Lei, 2010). Even as, motivation depends on choices of individuals, it is essential to encourage the learners to develop a positive attitude towards second language acquisition based on goals, experiences, degree of effort and approach as they undertake their studies. Limitation Even though, the research study was a success, there were two limitations. First, the research sample size was small as compared to the total population of Saudi learners in college. In addition, there was a need to conduct studies outside the United States. This is because, it would give additional informational based on the influence of motivation in acquisition of English as a second among learners of Saudi origin. References Comanaru, R. & Noels, K. (2009). Self-Determination, Motivation, and the Learning of Chinese as a Heritage Language. The Canadian Modern Language Review, 66,(1): 131 –158. Dekker, S. & Fischer, R. (2008). Cultural Differences in Academic Motivation Goals: A Meta-Analysis Across 13 Societies. The Journal of Educational Research, 99- 110 Ghazi, S., Ali, R., Shahzad, S., Khan, M. and Hukamdad. (2010). Parental Involvement in Children Academic Motivation. Asian Social Science, 6(4): 93- 99. Ghorbani, N., Watson, P. , Zarehi, J., Shamohammadi, K. (2010). Muslim extrinsic cultural religious orientation and identity: relationships with social and personal adjustment in Iran. Journal of Beliefs & Values. 31(1): 15–28. Husseinali, G. (2006). Who is Studying Arabic and Why? A Survey of Arabic Students' Orientations at a Major University. Foreign Languace Annai. 59 (3): 395-412. Javid , C., Al-Asmari, A. & Farooq, U. (2012). Saudi Undergraduates' Motivational Orientations towards English Language Learning along Gender and University Major Lines: A Comparative Study, 27(2) : 283-300. Kikuchi, K. (2009). Listening to our learners’ voices: what demotivates Japanese high school students? Language Teaching Research 13 (4) : 453–471. Lei, S. (2010). Intrinsic and Extrinsic Motivation: Evaluating Benefits and Drawbacks from College Instructors' Perspectives. Journal of Instmctional Psychology, 37 (2):153- 160. Matsumoto, H. (2007). Peak Learning Experiences and Language Learning: A Study of American Learners of Japanese. Language, Culture and Curriculum, 20 (3): 195- 208. Nunn, M. (2008). Motivation and Belief Associated with Japanese Language Proficiency in Sociocultural Perspective. Japanese Language and Literature, 42 : 471–494 Rubenfeld, S., Sinclair, L. & Clement, R. (2007). Second language learning and acculturation: The role of motivation and goal content congruence. Canadian Journal of Applied Linguistic, 309-322. Rueda , R. & Chen, C. (2005). Assessing Motivational Factors in Foreign Language Learning: Cultural Variation in Key Constructs. Educational Assessment, 10(3): 209–229. Shuib, M. & Al-Tamimi, A. (2009). Motivation and Attitudes Towards Learning English: A Study of Petroleum Engineering Undergraduates at Hadhramout University of Sciences and Technology. GEMA Online Journal of Language Studies. 9(2): 29- 25. Vivian Wu, W. & Natalie Wu, C. (2008). Creating an Authentic EFL Learning Environment to Enhance Student Motivation to Study English. Asian EFL Journal, 10 (4): 211-226. Wan-er, Z. (2008). Motivation and language learning in the context of China. Sino-US English Teaching, 5(4): 7-11. Appendix Questionnaire for Saudi Learning English as a Second Language 1. Have you taken more than seven years studying English courses? (1) Strongly agree (2) Agree (3) disagree (4) strongly disagree 2. Is learning English is important for you in understanding information in English? (1) Strongly agree (2) Agree (3) disagree (4) strongly disagree 3. Have you been in the USA for more than five years? (1) Strongly agree (2) Agree (3) disagree (4) strongly disagree 4. Did you come to the USA to study? (1) Strongly agree (2) Agree (3) disagree (4) strongly disagree 5. What is your goal for being here? 6. Do you think it is important to study English? (1) Strongly agree (2) Agree (3) disagree (4) strongly disagree 7. Do you try to improve your language skills by reading English literature or practicing the language? (1) Strongly agree (2) Agree (3) disagree (4) strongly disagree 8. How do you develop your ability to speak in English? 9. How do you develop your ability to read in English? 10. How do you develop your ability to write proficiently in English? 11. Do you feel that you have acquired language competence in English that will assist you in your future career? (1) Strongly agree (2) Agree (3) disagree (4) strongly disagree 12. With the level in which you have mastered English, do you feel comfortable communicating with other people who use English as their first language? (1) Strongly agree (2) Agree (3) disagree (4) strongly disagree 13. Is your motive towards studying English focused on being a more knowledgeable person? 1) Strongly agree (2) Agree (3) disagree (4) strongly disagree 14. What demotivates your will to learn English? 15. Do you prefer using English as compared to your native language? (1) Strongly agree (2) Agree (3) disagree (4) strongly disagree 16. How did your second language teacher influence your mastery of the language? 17. Was your teacher using English as a first language? (1) Strongly agree (2) Agree (3) disagree (4) strongly disagree 18. Did your teachers use suitable teaching methods in teaching English? (1) Strongly agree (2) Agree (3) disagree (4) strongly disagree 19. Did you have a higher level of practicing English in your real life situation? 20. Did the continuous use of English in real life situation influence your acquisition of language competence? (1) Strongly agree (2) Agree (3) disagree (4) strongly disagree 21. Choose your genders are you either male or female? 22. What is your age: (a) 16-18 (b) 19-21 (c) 22-24 (d) 25-27 Read More