Periods of Motivational Research and Components of Motivational Self-System

Applied Linguistics: literature review on Language Learning Motivation
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1. Definition of motivation in general and its importance

Motivation has been singled out as one of the important factors influencing language learning yet it is a complex and multifaceted (Dörnyei, 2001). Motivation is the behavior that explains the choice that people make to do something, how hard they try and their willingness to sustain the activity over time (Dörnyei, 2001).  Motivated people make a choice, then use efforts and are persistent. In second language acquisition (SLA,) motivation provides the impetus to begin language L2 learning and sustain the learning process, where even those with insufficient motivation are less likely to accomplish their long-term goals (Dörnyei, 2014 p.65). There are various conceptualizations of motivation in L2 learning where Gardner and Lambert’s studies in 1972 first emphasized relationship between culture and language learning, but new theories offered more explanations on L2 motivation with L2 motivational self-system being one of the most recent models. Motivation is important in language learning as it drives learners to develop L2 skills and accomplish their goals as they are actively involved in learning.

1. A brief history about motivational research:

1.  i.      The social psychological period by Gardner and Lambert’s (1972)

 Canadians Wallace Lambert, Robert Gardner and their associates sought to understand the interaction of Anglophone and Francophone speakers in the country and how second languages mediated the ethno linguistic communities (Dörnyei, 2014, p. 67) and (Dörnyei 2009, p. 29). Gardner’s and Lambert’s work in 1972 during the social psychological period was one of the earliest attempt at explaining  how motivation enhanced or hindered intercultural communication, where they used a social psychological approach, focusing on student attitudes as one of the socio-cultural factors that influences language learning (Dörnyei, 2014, p.67). The theory also focused on integrativeness, which is the desire to integrate learning within a community, while the concept of instrumentality emphasizes the pragmatic utility of learning languages (Dörnyei, 2009). ii.      The cognitive-situated period             Garder’s theory was not sufficient to explain emerging explanations on social identity and so in the cognitive–situated period, there was more motivation research. The work of Graham Crookes and Richard Schmidt (1991) was one of the first researches during the era to focus on cognitive situation. The period was notable for adopting motivational psychology concepts and especially cognitive aspects and analysis of L2 motivation in actual learning contexts (Dörnyei, 2014, p.74). The social constructs including the elf-determination also addressed intrinsic and extrinsic motivation in L1 and L2 learning. Intrinsic motivation is the behavior associated with internal rewards, pl...