Motivation and Second Language Learning - Literature review Example

Introduction: Learning a second language involves a high level of dedication and commitment. There are a number of different views on debating whether or not motivation plays a major role in learning a second language. Authors and experts from around the world have argued the same for years now and yet there has not been a clear conclusion on the topic. This paper aims at providing an argument in favour of motivation and learning a second language. The paper will firstly provide a brief overview of the issues that are involved in learning a second language following which the relationship of motivation and learning a second language will be discussed. Second Language Learning Issues: The experience of learning a second language can very different for different people. There are a number of issues that people tend to face while learning a second language. Most students face a number of issues that pertain to learning a second language. These include the lack of interest, and dedication for the language. Also, other factors like the need for an external push and priorities also play a major role in the learning of second language. Although these form a major part of the learning process, one of the major elements that allow the individuals to study a second language more effectively is the ‘motivation’. It has been argued over the years; however it seems to be one of the most effective manners of imparting a strong base for a second language among the students. The next section provides a clear discussion for the view and the various concepts about motivation and the impact it has on the second language learning. Motivation and Second Language Learning: Motivation plays a very important role in the learning of a second language. As explained by Oxford, “If teachers don’t know clearly where is students’ original source of motivation, how can they feed them?” (Docstoc, 2010). Over the years there have been a number of researches that have been conducted and there have been a number of different opinions over time. With the latest researches, focus has been placed on the personality of people, and the motivation that draws them towards academic institutions. It has been clearly classified that the relationship between motivation and learning a second language is a part of Psychological linguistics. This is an inter subject of psychology and foreign language teaching. Authors like Crookes and Schmidt (1991), and Gardner and Tremblay (1994), have set down four main motivational orientations which include, a) the main reason for learning, b) the desire and aim to achieve and attain the goal, c) the attitude towards the learning situation and the attitude of the person learning the language and d) the behaviour and the efforts that the individual show towards the learning process (Bruner, 1960). As explained by Ngeow, “Many theorists and researchers have found that it is important to recognize the construct of motivation not as a single entity but as a multi-factorial one. Oxford and Shearin (1994) analyzed a total of 12 motivational theories or models, including those from socio-psychology, cognitive development, and socio-cultural psychology, and identified six factors that impact motivation in language learning” (Ngeow, 1998). Authors like Wen Qiufang and others like Zhaoxiong and Mei Deming have concentrated on the meaning of motivation and they clearly bring out the meaning of motivation to be the overall goal and orientation to work on something. Authors like Ellis have explained that “motivation is the effort which learners put into learning a second language as a result of their need or desire to learn it” (Docstoc, 2010). Motivation has been considered to be a static as well as dynamic aspect as well. As explained by Dornye, “a process whereby a certain amount of instigation force arises, initiate action and persists as long as no other force comes into play to weaken it and thereby terminate action, or until the planned outcome has been reached” (Dornyei, 1998). Having motivation to learn second language simply means that the individual is interested in the topic. In cases like this, when the person is interested in learning something, there is a better level of devotion and also a better chance of the person to put in their best efforts to study and will also keep their goals as the only target and work towards it relentlessly. It is here that the teachers come into play and it is for the teachers to concentrate on the students and their abilities. The level of the course needs to be adjusted to ensure that the level of motivation is kept high. In case the student tends to find the course to be simple, then there are chances that the level of motivation will decline. It is essential to note that the various elements that impact a student and their motivation can be determined as the goal of learning the language, the efforts that the person puts into reaching the goals and also the substance and the persistence of the efforts. In simpler terms the level of intention for learning and the behaviour of the individual, along with their personal character and attitude impacts the level of interest and motivation of the students. There are a number of different levels of classifications of motivation. One of the first few classifications is Integrative motivation. As explained by Wang Lifei, integrative motivation is where the learner is motivated to learn more about the culture, and also to participate in the community of the language speakers. The main intension of the individuals here is to be able to speak the language as well as to be able to communicate and coordinate with the groups that speak the second language, and to a great extent to also be able to be a part of the society as well. The intension is normally clear in the character and there is a level of motivation for the subject and the language, which moves on to lead to higher levels of proficiency in the tests (Han, 2003). These users also tend to be very interested in the language and are normally fascinated by the culture of the language. Hence when this level of motivation exists, there is a higher regard that the individual has for the language and hence the commitment is also high. The second form of motivation is the instrumental motivation. Similar to the motivation theories in the case of employee motivation, the most apt theory that can be applied here in the case is that by Maslow. Maslow has carefully sub divided the needs of individuals at various points in life. If closely analysed, it is very clear that each of the levels that have been mentioned in the hierarchy of needs of any individual (Beer, et.al., 1985). Looking at the daily normal routine of individuals, it is very clear that every need be it the biological, safety, affiliation and esteem is very essential and these form the basis for an individual to work ahead in like. This is the case for all age groups and it is clear that if any one of these is not met it affects the psychology of the individual. Similarly in the case of second language learning, it is clear that the needs of the individual will tend to keep increasing in a manner similar to the needs as described by Maslow (Nicol, 2001). The needs of individuals vary at all times, and the human nature is such that needs keep increasing constantly, making people unsatisfied (Maslow, 1998). Thus the daily activities of the individuals are also affected by this. The decisions and outlook of life of this individual will be very positive and one of competitive nature, to try and get more out of life. This is a positive attitude unless it turns to become an obsession and in turn reduces motivation of the individual. On the other hand a person who has no knowledge at all of the subject, or just the minimum knowledge, in this case the individual tend to be more pessimistic and tend to lose interest at times. In these cases most of the time the individuals quit trying to do anything new and the decisions made are normally very negative in nature (Maslow, 1998). In short, a person who has his /her needs satisfied will be more positive in life and more motivated to better. Also the mind frame of the individual will be positive and the environment around the person will also be positive. This positivity will be displayed in the actions and decisions made by the individual on a daily basis (Hawkins, 2000). It is also essential to note that there are both intrinsic as well as extrinsic factors which also impact the motivation levels of individuals. The next form of motivation includes the deep motives and surface motives. As explained by Wen Qiufang, “deep motive means the impetus inspired by mental stimulation such as interest or to increase knowledge; Surface motive is the impetus inspired by physical stimulation such as to get a diploma, satisfactory job, high salary, etc” (Docstoc, 2010). It is also important to note one of the leading management theories that also applies to the level of motivation and the learning of a second language is the ‘Bath Model’. The model brings out three basic factors that impact the motivation of employees these are: a) ability which refers to the skills and knowledge required by the individual. This is very important and is required to be present in every individual to ensure better productivity and better working environment. b) Apart from the people skills and the skills and knowledge it is also essential that the individuals are self motivated and have a drive towards studying. It is essential that individuals have an urge to work themselves and take initiatives at work and c) As mentioned earlier it is essential for the individuals to have the initiative feeling to take up newer work and courses. It is essential that individuals put to use their skills and contribute to the learning process. Individuals need to take the opportunity and work towards improving their overall knowledge of the language. It is important to also note the various factors that influence motivation, these include, cognitive factors, i.e. the self recognition of the learner and also includes the self concept that the individual faced. Another important factor includes the affective factor, which mainly includes factors like the character, confidence and also attitude of the person. A very good theory by Gardner explains that the main source of motivation is ‘need’. This is similar to the theory presented by Maslow, and states that the lower level needs are more compelling and tend to be more related and interlinked to the higher motivation as well. The last set of factors that impact the level of motivation includes the social environmental factors (Beer, Lawrence, Mills, & Walton, 1985). Here it is essential to note that social environment plays a major role in the decisions and motivations of a person and have a major impact on the choices made by people (Spolky, 1999). Motivation in short, is the basic factor for the learning of a second language and it impacts the overall learning process to a great extent. Conclusions: Based on the research and above discussion it is clear that the motivation of a student for learning a second language is an essential factor and it helps in achievement of the task to a greater extent. The level of motivation has a clear impact on the psychology of the student and also allows the student to keep learning and also be enthusiastic about the learning process. It is essential to note that the process of teaching and learning is a harmonious and unified process and hence to achieve success it is essential that both the students as well as teachers are equally motivated. References Beer, M., Lawrence, P., Mills, D. Q., & Walton, R. E. (1985). Human Resource Management: A General Manager’s Perspective. Glencoe, IL: Free Press. Bruner, J. (1960). The process of education. Cambridge: Harvard. Docstoc. (2010). Stimulation of Motivation in Foreign Language Teaching. Retrieved August 5, 2010, from Docstoc: http://www.docstoc.com/docs/20977426/Stimulation-of-Motivation-in-Foreign-Language-Teaching Dornyei, Z. (1998). Motivation in Second and Foreign Language Learning. Language Learning. Han, Z. (2003). Fossilisation in Adult Second Language Acquisition. Clevedon: Multilingual Matters . Hawkins, R. (2000). Second Language Syntax: An Introduction Oxford. Blackwells . Horwitz, E. (1986). Foreign Language Classroom Anxiety. Modern Language Journal , 70, 25-32. Maslow, A. H. (1998). Toward a Psychology of Being. Wiley Publishers. Ngeow, K. Y.-H. (1998). Motivation and Transfer in Language Learning. Retrieved August 2, 2010, from ERIC Digest: http://www.ericdigests.org/1999-4/motivation.htm Nicol, J. (2001). One Mind, Two Languages: Bilingual Language Processing (Explaining Linguistics). Oxford: Blackwells . Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. Modern Language Journal , 78, 12-28. Spolky, B. (1999). Conditions for second language learning . New York: Oxford University Press. Read More