"The limits of my language are the limits of my world." Ludwig Wittgenstein
Ludwig Wittgenstein was a philosopher of the 19th century; his quotation underlines the importance of second language acquisition. We live in a globalised world where language is the most important way of communication. People all over the world share their cultures and beliefs through their language and interact with each other. Aside from social factors, language plays an important economic role. Nowadays it is not enough to speak one language; many employers prefer employees, who are multilingual.
Moreover, many children are growing up multilingual, which is regarded as a huge advantage. In larger terms, they are seen as positive result of our globalised world. Besides this, English is the world language and connects the world. Many schools in foreign countries started offering English lessons in primary schools to increase the number of fluent English speakers. According to this, many teachers try to optimise their lessons and way of teaching. Second language acquisition has become a huge field for further research.Theories and models are getting improved in order to create better learning environments and help teachers to use authentic and optimised methods in their lessons.
Many theories and models underline the significance of motivation during language acquiring processes. But how important is motivation in second language acquisition and what effect does it have while acquiring a new language? This term paper will give a brief definition of the term motivation. Then it will present some important and influential motivation theories in order to discuss the influences on second language acquisition. Finally, it will answer the question what teachers can do to increase the motivation in language classrooms. [...]
Table of Contents
1.Introduction
2.What is Motivation?
3.Motivation-Theories
3.1 Gardner and Lambert
3.2 Dörnyei and Ottó
3.3 Self-determination theory by Deci and Ryan
4. Use of Motivation-Theories in Language Classroom
5. Motivation in the Classroom - How can Teachers influence the Motivation of their Students?
5.1 The Teacher’s Personality
5.2 Fulfilling Student’s Needs
6.Conclusion
7.References
Research Objectives and Core Themes
This paper explores the critical role of motivation in second language acquisition, specifically investigating how different motivational theories can be applied by educators to enhance student learning outcomes and engagement within the language classroom.
- Theoretical definitions of motivation in L2 acquisition
- Analysis of key motivation models (Gardner & Lambert, Dörnyei & Ottó, Deci & Ryan)
- The impact of teacher personality on student motivation
- Strategies for fulfilling student needs to foster autonomy and competence
- Practical applications for classroom management and curriculum relevance
Excerpt from the Book
3.1 Gardner and Lambert
There is an increasing diversity of approaches and methods to achieve more efficiency in language classrooms. Most of them deal with motivation. Motivation is seen as one of the key factors which influence the achievements of students. Many people claim that the lack of motivation is one of the main reasons why failing to acquire a new language is common. Human beings tend to be inconsistent within themselves. Each person appears to be a unique complex of variables, which makes it even more difficult to classify groups together.
Robert Gardner and Wallace Lambert were the most influential L2 motivation researchers in history. They did many studies on motivation and tried to explain the connection of motivation and language learning success. In 1972 Gardner and Lambert published a report which influenced many approaches in the L2 field (Ushioda 1996: 8). Furthermore, their results initiated more researches and the number of new models based on this research increased. The results showed that learners’ motivation distinguishes in language learning success and that the effects do not depend on aptitude or ability factors (Gardner and Lambert 1972: 132). The study took place in Canada, which is a bilingual country. Gardner and Lambert found out that the goals of language learners can be narrowed down into two broad categories: integrative and instrumental orientation. According to Gardner an orientation “is a class of reasons for studying a language”. The integrative orientation describes the interest of learners towards the L2 group and culture. Furthermore, it is about the learners’ certain desires to interact with the L2 community and to become a valued member of the target community (Dörnyei 2001: 16). Whereas, the instrumental orientation is highly connected to fulfilling requirements like learning a new language to get a better job or a higher position (Ibid.).
Chapter Summaries
1.Introduction: Provides a rationale for the importance of second language acquisition in a globalized world and outlines the scope of the paper.
2.What is Motivation?: Defines motivation as a personal, cognitive process and discusses the challenges of establishing a universal definition for motivational strategies.
3.Motivation-Theories: Examines foundational models, including Gardner and Lambert’s socio-educational approach, Dörnyei and Ottó’s process-oriented framework, and Deci and Ryan’s self-determination theory.
4. Use of Motivation-Theories in Language Classroom: Bridges the gap between academic theory and practical application, evaluating how motivational concepts can be implemented in teaching.
5. Motivation in the Classroom - How can Teachers influence the Motivation of their Students?: Discusses the teacher's role as a leader and the importance of personality and meeting student needs to sustain motivation.
6.Conclusion: Synthesizes the findings, asserting that intrinsic motivation is essential for learning and that teachers play a decisive role in fostering it through specific classroom strategies.
7.References: Lists the academic sources and theoretical works cited throughout the paper.
Keywords
Motivation, Second Language Acquisition, L2, Gardner and Lambert, Dörnyei and Ottó, Self-determination theory, Intrinsic motivation, Extrinsic motivation, Language classroom, Teacher-student relationship, Integrative orientation, Instrumental orientation, Educational psychology, Learner needs, Language learning strategies.
Frequently Asked Questions
What is the primary focus of this paper?
The paper explores the role of motivation as a determining factor in successful second language acquisition and evaluates how educators can influence this process.
What are the core thematic areas discussed?
The main themes include the definition of motivation, various academic motivation theories, the practical application of these theories, and the role of the teacher in student motivation.
What is the central research question?
The primary focus is on how motivation functions in language learning and what specific actions teachers can take to increase student motivation in the classroom.
Which scientific theories are primarily analyzed?
The paper examines Gardner and Lambert's socio-educational model, Dörnyei and Ottó's process-oriented approach, and Deci and Ryan's self-determination theory.
What does the main body address?
The main body breaks down motivation theories, discusses the practical difficulties of applying these theories in non-native speaking environments, and details pedagogical strategies to enhance student engagement.
Which keywords best characterize this work?
Key terms include Second Language Acquisition, Intrinsic Motivation, Dörnyei's motivational strategies, and the teacher-student relationship.
How does Gardner's integrative orientation differ from instrumental orientation?
Integrative orientation is based on a desire to interact with the target culture, whereas instrumental orientation is driven by external practical gains like better career opportunities.
Why is the teacher-student relationship considered critical?
Research indicates that students perceive the teacher as a major reason for their attitude towards a subject; a positive, approachable teacher-student relationship is fundamental to reducing anxiety and encouraging participation.
What is the main takeaway regarding teacher influence?
The paper concludes that while factors like intelligence and age are difficult to influence, teachers can significantly impact motivation through personality, classroom climate, and the fulfillment of basic psychological needs.
- Quote paper
- Anonym (Author), 2017, Motivation as a Factor in Second Language Acquisition, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/386170
