Interaction between Motivation, Attitude, and Second Language

 INTERACTION BETWEEN MOTIVATION, ATTITUDE, AND SECOND LANGUAGE 
Introduction Otherwise known as second language learning, second language acquisition (SLA) refers to the process through which people acquire a second language. Central to SLA is the interlanguage view, the perception that language learning is not simply a result of the difference between it and the one they already know. Instead, a second language learned is a complete system with its own systematic rules and right. For instance, Gass et al. (2020, p. 339) contend that L2 learning involves learning the rules of grammar of the L2 along with correct pronunciation rules of vocabulary. From this perspective, SLA may be perceived as a complicated process. This is why it is essential to understand the interaction of factors that either allow or impeded learners from effectively learning a second language.
In the case of the current paper, some of these factors include motivation, attitude, and L2 instructions. Understanding these factors is necessary for establishing resources and environments that encourage or enhance the SLA process, particularly given the increasing global cross-cultural interactions and emergence of diversity- and inclusivity-oriented policies. Therefore, the current exercise aims to summarize how motivation, attitude, and L2 instruction interact in the SLA process. Further, the paper provides arguments for multidisciplinary in explicating factors in SLA. These outcomes are realized through the utilization of Dornyei’s L2 Motivational Self-System and the Communicative Approach.
Attitude, L2 Instructions, and Learner Motivation as Central Factors
Attitude refers to a settled way of feeling or thinking about something or a subject. In the current case, it refers to how learners think or feel about the second language. Often, attitudes are the result of upbringing and experience (shaped by the environment) and have a significant influence on behavior. Getie and Popescu (2019, p. pp. 9), learners' attitudes impact the level of language proficiency of individual learners. In other words, learners with positive attitudes experience success, while those with negative attitudes experience failure. In contrast, for those learning English as L2. Getie and Popescu (2019) established that factors that influence attitude include self-confidence, risk-taking, anxiety, learning situation, teacher, community, and learner’s parents and peer groups.
Learners with a positive attitude toward L2 are said to be motivated, while those with a negative attitude are demotivated. This means motivation is also a central factor in the SLA process. Scholars like Ortega (2009), Muir & Dornyei (2013), and Khanisah (2014) agree that a child’s motivation to learn a second language either hinders or supports acquisition. In Ortega’s view (p. 171), complete identification with the L2 community can be observed across learners who score high in integrativeness, a core antecedent of motivation. In her view, Khanisah (2014, p. 258) held that since motivation determines a person's desire to do or engage in something, its role in the SLA process cannot be underestimated where effective outcomes are the core goal. In agreement with these sentiment...