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Motivation in Second Language Learning

This document discusses approaches to motivation in second language learning from a cognitive psychology perspective. It begins with examining definitions of motivation and approaches that view it as internally or externally generated. It then discusses theories of motivation that emphasize self-awareness of drives and goals. The document aims to outline key theories of motivation to further the author's understanding in order to benefit students.

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Rashid Rajwani
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183 views

Motivation in Second Language Learning

This document discusses approaches to motivation in second language learning from a cognitive psychology perspective. It begins with examining definitions of motivation and approaches that view it as internally or externally generated. It then discusses theories of motivation that emphasize self-awareness of drives and goals. The document aims to outline key theories of motivation to further the author's understanding in order to benefit students.

Uploaded by

Rashid Rajwani
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Motivation in Second Language Learning: a cognitive psychology approach

Rory Britto
What, then, is time? If no one asks of me, I know; if I wish to explain to him who asks, I
know not. Yet I say with confidence, that I know that if nothing passed away, there
would not be past time; and if nothing were coming, there would not be future time; and
if nothing were, there would not be present time. - Augustine

APPROACHES TO MOTIVATION

What then is motivation? In recent involvement with curriculum development in the Foreign
Language Education Institute at Kurume University, and in discussions in recent years with
colleagues in the field of Second Language Learning, the question of student motivation quite
often makes its presence felt. That is to say, it always seems to be a recurrent topic. This is particularly
true in regards to discussions regarding improvements in our program. The conversation quite often
hinges on the needs of the students and whether they are motivated to take advantage of any given
development in our program. This is especially true when the discussion turns to matters of
achievement. As a measure of motivation, we can rely on achievement as a common determiner
of success in education in general and language learning in particular. The higher the
achievement, the higher motivation is said to be had. On the other hand, and in a
complementary fashion, a major mitigating factor of success seems to be motivation. By
implication, motivation is also a measure of success. The higher the motivation, the higher
chances for success. One of numerous conditions or factors necessary or valuable for the
development of linguistic ability in a second language, motivation is the focus of this paper.

As educators, we all have an intuitive understanding of what motivation is. If motivation is


what it seems to be, perhaps a deliberate and informed attempt can be made to affect that part
which we can influence, with an eye toward improvement and development of second-
language abilities. It may seem that we have a certain degree of success in the alteration of the
attitudes or behavior of our students. To what degree however, is questionable, and is part of
the focus here. It is especially questionable to what extent our influence in this manner can be
brought to bear, outside the classroom. Alterable without a doubt though, are the behavioral
dynamics of instructors. As educators, we do have control over our own actions. It has been
shown that, "...teachers can...change specific aspects of their behavior towards pupils and that
apparently small modifications can have dramatic effects" (Morrison & McIntyre 1975:108). Part
of what will be considered here is whether, or how, the ability to change specific aspects of the
behavior of our learners can take place.
Whether the approach is from the point of view of the educator or the point of view of the
learner, consensus, is that motivation is an important factor in learning. Part of that consensus is
the notion that it is both internally and externally generated and that it is a quality that is found
in differing and varying degrees in everyone. Internally generated motivational forces are
usually referred to as intrinsic motivation. Naturally, influences external to and acting on the
subject in ways that change behavior are connoted by the term extrinsic motivation. Simply
speaking, intrinsic motivation is different from extrinsic motivation according to its source. In
the former case, the stimulus for the behavior affected originates from within the individual,
and in the latter, the stimulus originates, conversely, from without. This distinction should be
taken free of any value judgment regarding kinds of motivation at this point.

As I outline certain theories and explanations of motivation below, it should be kept in mind
that this is not an exhaustive exposition. Rather, while I am sure there is much more to be
explored, what I interpret here is that which has informed my understanding of the field in a
way meaningful to this particular author. I expect and seek personal growth and
understanding in this field. This paper is a part of that probe. It is my desire that any false
judgments or misapprehensions on my part will someday meet and be blessed with
understanding, hopefully to the benefit of my students.

TOWARD A DEFINITION OF MOTIVATION IN EDUCATION

As a model of motivation we turn to the successful learner and what he or she does to affect
that success. The more successful learner brings to the task a certain awareness of his or her
own drives and a certain state of mental cognition. These qualities enable further success in
every stage of development, whether it be as a person or as a learner (to make a perhaps
unnecessary clarification here, the person and the learner are not divisible but both exist
dependent on the other). The modern educator should recognize the importance of the concept
of self-awareness of drives. This is reflected in the concern with the needs of his/her students. In
modern theory, these needs have been reformulated as goals, a concept which has gained vital
recognition by most theorists connected with motivation. Goals will come under discussion
later; what is important at this point is the significance given to the cognitive state of the subject;
the individual's thoughts, beliefs, and emotions.
While the concept of motivation is ubiquitous in discussions of academic success, the meaning,
or rather definition, remains vague otherwise. It has met with numerous and varied definitions
while at the same time, remaining the center of a certain degree of disagreement as to its nature.

Part of that nature has been summed up quite well by Pintrich & Schunk (1996) when they note
that motivation is a process rather than a product. In this sense we recognize motivation more
by its effects than by anything else, and this is usually the common understanding of
motivation. I would not hesitate to add that it can also be said to be a condition rather than a
cause. I would further emphasize that it is in all probability a necessary but not sufficient
condition for achievement associated with success.

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