This paper will look at one important factor in mastering the acquisition of a second language - motivation. It will be argued that the development of positive attitudes and motivation has a great impact on an individual’s success in second language learning.
Evidence for these claims will be based on different studies, including one by Moyer (1999) on highly motivated subjects learning German and another by Pfenninger and Singleton (2016) which compares data from motivation questionnaires and language experience essays completed by 200 Swiss learners of English at both the beginning and the end of secondary school.
Various researchers believe that age is the one factor which determines whether a subject is able to master a second language to a native-like level or not. However, in this paper it is argued that other factors such as motivational matters also play a vital role in the acquisition of a second language. If indeed this is the case, different concepts of motivation need to be taken into consideration.
Table of Contents
1. Introduction
2. Motivation
2.1 Intrinsic vs. Extrinsic motivation
2.2 Acquisition vs. Learning
2.3 Motivation in language learning
3. The Critical Period Hypothesis
4. The role of motivation in second language acquisition
5. Conclusion
Research Objectives and Topics
This paper investigates the influence of motivation as a primary variable in second language acquisition, challenging the traditional focus on age as the sole determinant of success. The study explores how various motivational factors, including intrinsic and extrinsic drives, interact with learning environments and individual goals to facilitate language proficiency.
- Analysis of intrinsic versus extrinsic motivation in educational contexts.
- Critique of the Critical Period Hypothesis in relation to language proficiency.
- Examination of the interplay between age and motivation in second language outcomes.
- Assessment of the role of future visions and career goals on ultimate attainment.
- Influence of classroom factors and peer interaction on learner motivation.
Excerpt from the Book
1. Introduction
In the lengthy debate on influences on the outcome of second language learners, many studies consider age to be the one important variable. Some of them state age as the only necessary variable which needs to be focused on in the context of language learning. Others maintain that variables conflating with age play a vital role as well and still others even see factors such as motivation as the decisive variable for mastering a second language.
Moyer’s study in 1999, which by mistake identified one tested subject as a native speaker, has drawn interest in fields other than age which enable learners to acquire a second language perfectly. In this case, what distinguished him from the other learners was his motivation to sound like a native German. This observation suggests that motivation might have a greater impact on language learning than previously assumed. For this reason, this paper will have a look at the role of motivation in second language acquisition.
Motivation influences people’s behavior in various situations. Intrinsic as well as extrinsic motivations determine our actions. If motivation is the reason for many of people’s actions and reactions, the question arises whether motivational aspects can also make a difference in the acquisition of a language. As the acquisition of a second language in most cases is a voluntary decision and often related to specific desires, it is more linked to ambitions than the acquisition of a first language. Therefore, this paper aims at presenting studies focusing on motivational matters in the context of second language acquisition and critically discussing the different facets of motivation and the influence of motivation on second language acquisition.
Summary of Chapters
1. Introduction: This chapter introduces the ongoing academic debate regarding variables influencing second language success, specifically focusing on the shift from age-centric theories to the role of motivation.
2. Motivation: This section defines motivation, distinguishes between intrinsic and extrinsic forms as well as acquisition versus learning, and explores how motivation is structured within language learning environments.
3. The Critical Period Hypothesis: This chapter reviews the claim that a limited developmental phase exists for successful language acquisition and discusses the controversy surrounding its absolute necessity.
4. The role of motivation in second language acquisition: This section presents empirical studies that analyze how motivation, alongside age and classroom environment, impacts a learner's ultimate attainment.
5. Conclusion: This chapter synthesizes the research findings, reaffirming that while age is a significant factor, motivation is crucial for achieving high proficiency, particularly beyond the critical period.
Keywords
Second Language Acquisition, Motivation, Critical Period Hypothesis, Intrinsic Motivation, Extrinsic Motivation, Language Learning, Ultimate Attainment, Language Proficiency, Educational Psychology, Cognitive Factors, Learning Environment, Peer Influence, Native-like Proficiency, Learner Attitudes.
Frequently Asked Questions
What is the core focus of this research paper?
The paper examines the pivotal role of motivation in second language acquisition, specifically challenging the traditional view that age is the primary factor determining a learner's success.
What are the primary thematic areas covered?
The study covers the definitions of motivation, the distinction between language acquisition and learning, the Critical Period Hypothesis, and empirical evidence linking motivation to ultimate language attainment.
What is the main research question?
The research seeks to determine whether motivational aspects can serve as a decisive variable for mastering a second language, even when learners fall outside the traditionally defined critical period.
Which scientific methods are employed in this study?
The paper employs a critical literature review methodology, synthesizing and evaluating various secondary studies—such as those by Moyer (1999), Pfenninger & Singleton (2016), and Saito et al. (2017)—to support its arguments.
What is discussed in the main body of the paper?
The main body breaks down the theoretical constructs of motivation, evaluates the limitations of the Critical Period Hypothesis, and reviews specific longitudinal studies that correlate motivational states with language proficiency outcomes.
Which keywords best characterize this work?
Key terms include Second Language Acquisition, Motivation, Critical Period Hypothesis, Ultimate Attainment, and Learner Proficiency.
How does the author define intrinsic versus extrinsic motivation?
Intrinsic motivation is defined as behavior performed for personal interest and enjoyment, whereas extrinsic motivation refers to actions driven by external rewards or the desire to avoid negative outcomes.
What conclusion does the author reach regarding the Critical Period Hypothesis?
The author concludes that while age remains a decisive factor, it is not absolute; strong motivation and a future-oriented vision can enable learners to reach high levels of proficiency, or 'ultimate attainment', even beyond the critical period.
- Arbeit zitieren
- Anonym (Autor:in), 2020, The Importance of Motivation in Second Language Acquisition, München, GRIN Verlag, https://www.hausarbeiten.de/document/899796
