Motivation and second language acquisition

By G. Melzi, Adina R Schick. 2012

552 citations recorded by the source corpus.

This chapter examines past research on the role motivation plays in the success of learning a second language. We begin by providing a comprehensive overview of the key conceptual models that have applied the construct of motivation to second language acquisition, namely Gardner and Lambert’s seminal Socio-educational Model of Motivation on Second Language Acquisition. Next, we present an overview of more contemporary conceptual models, which are more inclusive and integrative in nature, and examine how different aspects of the learner and the learning situation might influence motivation and learning outcomes. Then, we turn to the operationalisation and measurement of second language motivation and present an overview of recent empirical work on integrative motivation and second language learning. In our final section, we discuss group differences in motivation and second language acquisition, with an emphasis on the influence of gender, age and culture/ethnicity.

Subfields: Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/04c9ecd495a8e22709545de0f778b2e4e0fce673

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Citations in the corpus

Students' Motivation and Learning and Teachers' Motivational Strategies in English Classrooms in Thailand (2016, background): “This again reflects the challenges that EFL teachers have been facing when English is viewed as a foreign language with only instrumental values (Barbin & Nicholls, n.d.; Choomthong, 2014; Dörnyei, 2001; Fan & Feng, 2012; Gardner, 2007; Minh, 2013; Wong, 2014).”
Free from demotivation in EFL writing: the use of online flipped writing instruction (2020, background): “Previous research has shown that less motivated learners are less likely to succeed in language learning, particularly in the L2 context (D€ ornyei, 2005, 2009; D€ ornyei & Ushioda, 2011; Gardner, 2007; Lasagabaster, Doiz, & Sierra, 2014).”
A motivational process model explaining L2 Saudi students’ achievement of English (2019, unknown): “The L2 motivation research has demonstrated that learners' emotion does play a pivotal part in forming the motivational disposition towards English (D € ornyei & Ryan, 2015; Gardner, 2007; Gardner, Tremblay, & Masgoret, 1997).”
The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-analysis (2020, methodology): “Other measures include, but are not limited to: French Class Anxiety Scale (Gardner & Smythe, 1975); French Use Anxiety Scale (Gardner et al., 1997); English Use Anxiety Scale (Clément, Gardner, & Smythe, 1977); Second Language Speaking Anxiety Scale (Woodrow, 2006).”
Teacher-student relationship factor affecting motivation and academic achievement in ESL classroom (2011, background): “1.1 Motivation Model in Language Learning Gardner (2001; 2007b; 2008c) proposed his new form of socio-educational model by presenting motivation as a dynamic construct with integrative motivation at its centre.”
Digital game-based vocabulary learning: where are we and where are we going? (2019, background): “Motivation affects learning in a multitude of ways, and students with higher motivation normally obtain better learning outcomes than those with lower motivation (Gardner, 2007).”
Sixty Years of Language Motivation Research (2017, background): “Gardner (2007) also identifies four stages of L2 development: elemental, consolidation, conscious expression, and automaticity and thought.”
BASIC PSYCHOLOGICAL NEEDS, MOTIVATIONAL ORIENTATIONS, EFFORT, AND VOCABULARY KNOWLEDGE (2021, background): “Finally, it has been well established that effort plays a key role in translating the effects of the motivational orientations into actual learning (Gardner 2007, 2010; Hiver et al., 2020; Jang et al., 2010; Oga-Baldwin et al., 2017).”
The two faces of Janus? Anxiety and enjoyment in the foreign language classroom (2014, background): “For example, Gardner (1985, 2010) proposed a collection of affective variables that define the motivated learner, including positive attitudes toward speakers of the target language and emotions such as interest in FLs and desire to learn the FL.”
CLIL and motivation: the effect of individual and contextual variables (2014, background): “This is the educational component of second language learning’ (Gardner 2010: 10).”
The Routledge handbook of English language teaching (2018, background): “This, however, is an ontological mistake, as human beings are social and private at the same time.”
To Investigate ESL Students’ Instrumental and Integrative Motivation towards English Language Learning in a Chinese School in Penang: Case Study (2017, background): “Learners of such type learn another language with the purpose of some pragmatic gains, instead of social implication with the target language community (Gardner, 2010).”
Grit and language learning: construct validation of L2-Grit scale and its relation to later vocabulary knowledge (2021, background): “This is not surprising giving the importance researchers asserted about the role of persistence and intensity in the learning process (Gardner, 2007, 2010; Noels et al., 1999).”