The Role of Motivation in Language Learning1

1、the role of motivation in language learningthe role of motivation in language learning摘要：動(dòng)機(jī)是推動(dòng)外語(yǔ)學(xué)習(xí)的內(nèi)在力量，是外語(yǔ)學(xué)習(xí)的重要因素之一。眾多外語(yǔ)老師都認(rèn)為動(dòng)機(jī)是影響學(xué)生是否能成功學(xué)習(xí)語(yǔ)言的重要因素，重要的、合理的語(yǔ)言學(xué)習(xí)動(dòng)機(jī)可以克服語(yǔ)言學(xué)習(xí)中的各種不利因素。動(dòng)機(jī)在語(yǔ)言學(xué)習(xí)中的作用的研究開始于二十世紀(jì)六十年代，它是語(yǔ)言學(xué)中的一個(gè)重要領(lǐng)域。本文提出了激發(fā)語(yǔ)言學(xué)習(xí)者學(xué)習(xí)語(yǔ)言的策略并集中討論了動(dòng)機(jī)在語(yǔ)言學(xué)習(xí)中所起的重大作用。關(guān)于動(dòng)機(jī)的概念有各種定義的觀點(diǎn)；關(guān)于動(dòng)機(jī)如何在學(xué)習(xí)語(yǔ)言方面發(fā)揮作用的建議也有很多，

2、這些建議都是以各種動(dòng)機(jī)的理論為基礎(chǔ)的。動(dòng)機(jī)在語(yǔ)言學(xué)習(xí)中的作用日益重要，諸如明確社會(huì)語(yǔ)言，達(dá)到長(zhǎng)期或短期的目標(biāo)，提高語(yǔ)言學(xué)習(xí)者的內(nèi)在和外在的動(dòng)力以及應(yīng)用于團(tuán)體。還必須指出的是關(guān)于這一領(lǐng)域的研究必須被實(shí)踐所檢驗(yàn)，并且在理論和實(shí)踐上還有很長(zhǎng)的路要走。本文通過(guò)對(duì)語(yǔ)言學(xué)習(xí)動(dòng)機(jī)理論的探討，提出激發(fā)語(yǔ)言學(xué)習(xí)者學(xué)習(xí)語(yǔ)言的 途徑和策略，旨在 培養(yǎng)語(yǔ)言學(xué)習(xí)者的強(qiáng)烈求知欲。關(guān)鍵詞：動(dòng)機(jī)；動(dòng)機(jī)理論；語(yǔ)言學(xué)習(xí)；語(yǔ)言學(xué)習(xí)者；動(dòng)機(jī)在語(yǔ)言學(xué)習(xí)中的作用abstract: motivation, inner drive to push the study of foreign language learning, it is o

3、ne of the key factors in the study of foreign language learning. most language teachers agree that motivation of the students is one of the most important factors influencing their success or failure in language learning, the importance of motivation of study can overcome unfavorable circumstances i

4、n other aspects of language learning. the role of motivation in language learning has been studied since in 1960s. it is indeed one of the most important areas of linguistics. this paper suggests strategies of motivating language learners and focuses on the role which motivation can play in language

5、 learning. the concept of motivation from different points of view is defined, a number of suggestions on how to motivate language learners are presented and the role of motivation based on various motivational theories are highlighted. with regard to the role of motivation in language learning, it

6、is concluded that motivation plays an increasingly important role in many aspects, such as identifying with the target language society, achieving long-term and short-term goals, improving language learners internal and external powers and exerting a group force. it also indicates that there should

7、be more research areas to be examined and a long way is probably required to do in future theoretical and practical study. this paper, by making a study on motivation theories, presents some ways and strategies to stir up the study motivation of language learners. it aims at cultivating the language

8、 learners to have a strong thirst for knowledge.key words: motivation; motivation theories; language learning; language learners; the role of motivation in language learningcontentsabstract1key words2i. introduction.2ii. motivation theories32.1behavioristapproach.32.2cognitiveapproach.42.3 social co

9、nstructivist approach.4iii. the role of motivation in language learning53.1 gardners motivation theory53.1.1 integrative motivation.63.1.2 instrumental motivation73.1.3 integrative vs. instrumental motivation.73.2 the role of motivation in language learning.93.2.1 the role of goal-directed motivatio

10、n.93.2.2 the role of self-determination motivation theory.93.2.3 the role of group motivation.11iv. the suggestions and strategies11v. conclusion.12references13i. introductionit is true that language plays an important role in the modernization of a country, providing a key to human education and de

11、velopment. as lord (1985) suggests that language work is “a major indicator of appropriateness of technology.” learning a foreign language has become essential for the social and economic development of many societies. in other words, language learners need to learn its pronunciation, vocabulary and

12、 grammar, but also its abundant culture. some learners can learn foreign language quickly and easily, while others find it difficult to learn. there are many factors influencing language learners success or failure in foreign language learning, such as language learners motivation, intelligence, apt

13、itude and competence.among the factors, it has been often said that language learners motivation plays a crucial part in language learning (gardner and lambert 1969; harmer 1983). indeed, many researchers who are interested in this subject area have examined the role of learners motivation in learni

14、ng a foreign language. gardner (1985) seems to support this idea and points out that motivation in language learning is particular importance. similarly, noels (1990) also believe that understanding more about motivation could improve language learners competence in learning a foreign language.why d

15、o people learn foreign language? the answer to this question is important, according to rebecca oxford (1994), “motivation is considered by many researchers to be one of the main determining factors in success in developing foreign language. ” gardner even claims that motivation of the components of

16、 motivation and the influence of motivation on learning foreign language seems quite reasonable. this paper aims at presenting the definitions of motivation from different perspectives to discuss the role of various types of motivation based on different motivation theories and to give suggestions o

17、n how to motivate language learners in language learning. the theories of motivation will first be presented. the role of motivation in language learning will then be discussed. lastly, suggestions and strategies on language learners motivation will be provided.motivation is a way of explaining how

18、people are aroused by an event, how they direct their behavior toward the event, and how they sustain that behavior for given length of time (ball 1982). in other words, motivation deals with why individuals get interests and reaction to that event that get their attention (henson and eller 1999).mo

19、tivational theories can be categorized in much the same way as approaches to learning: behaviorist approach, cognitive approach and social constructivist approach. recall that behaviorist approach is concerned with how the consequences of behavior regulated and controlled actions; that cognitive app

20、roach is concerned with how we know, think and remember; and that social constructivist approach is an important movement in educational psychology. its main underlying assumption is that individuals are actively involved right from birth in constructing personal meaning, their personal understandin

21、g from their experiences. accordingly, behavior approach emphasizes external motives, such as those having to do with praise and reward; cognitive approach emphasize the individuals need to know and understand (lefrancois 1997); and the social constructivist approach emphasizes the whole person what

22、 an individual brings to the learning activities and the importance of social interaction and influence of context as well.ii. motivation theoriesmany theorists and researchers have found that it is important to recognize the construct of motivation not as a single entity but as a multi-factorial on

23、e. oxford and shearin (1994) analyzed a total of 12 motivational theories or models, including those approaches: behavioris tapproach, cognitive approach and social constructivist approach. 2.1 behaviorist approachbehaviorists like skinner or waston would stress the role of rewards in motivating beh

24、avior. for example: according to skinner, behaviors are controlled by their consequences. when consequences are rewarding, behaviors are maintained and are increased in strength and perhaps frequency. the rewarding consequences serve to reinforce behaviorists account for human behavior though a beha

25、viorist paradigm stresses the importance of rewards and reinforcement. reinforcement theory is a powerful concept for the classroom. learners learn foreign language for praises, grades, certificates and so on. teachers motivated them simply by giving them positive feedback. in reality, its not the m

26、atter.2.2 cognitive approachcontrary to the behaviorist approach, the cognitive psychologists approach motivation from quite a different perspective. they believe that people have innate ability to motivate themselves. david ausabel (1968) claimed that motivation stem from basis innate drives, such

27、as exploration, manipulation, activity, stimulation, knowledge, ego enhancement; hunt (1965) centers on the importance of people deciding for themselves what to think or feel or do. the cognitive psychological viewpoints explain motivation through deeper, unobservable phenomena. in the classroom, wh

28、en learners have opportunities to make their own choices about what to pursue and what not to pursue, they are fulfilling their needs for autonomy. when learners are forced to do something, their inner will may be right against it and their motivation can diminish, as a result.2.3 social constructiv

29、ist approachstill within the cognitive framework, constructivism is an important movement in educational psychology. its main underlying assumption is that individuals are actively involved right from birth in constructing personal meaning, their personal understanding from their experiences. it emp

30、hasizes the whole person what an individual brings to the learning activities and the importance of social interaction and influence of context as well.a constructivist view of motivation centers on the premise that each individual is motivated differently. people will make their own sense of the va

31、rious external influences and they will act on their internal disposition. therefore, what motivates one person to learn a foreign language and sustain its effort in doing so until he has achieved satisfied result differs from individual to individual. (william, m & burden, r 1997)as has pointed out

32、 at the beginning, though it is one of the most trodden areas in all the factors influencing language learning, motivation is much more complex than it is most people have expected. although having discussed motivation from different psychological perspectives, we actually have been following a spir

33、al circle, so till far away from the center of the problem: what is motivation? how may it influence the success or failure of foreign language learning?to take a quick step forward, wed like to present the definition of motivation by william, m & burden, r (1997: 6) “motivation may be constructed a

34、s a state of cognitive and emotional arousal, which leads to a conscious decision to act, and which gives to a period of sustained intellectual and/or physical effort order to attain a previously set goals.” this definition involves three stages: the initial stage-whatever the cause, the individuals

35、 interest or enthusiasm is aroused; the decision making stage -the individual consciously decide what action to make; the effort sustaining stage -once the activity has began, the individual needs to persist until the desired goal is achieved. apparently, motivation is the result of a combination of

36、 both internal & external factors.iii. the role of motivation in language learning3.1 gardners motivation theorygardners motivation theory contains three forms, namely: “integrative orientation, integrativeness and integrative motive,” “integrative motive” was introduced by gardner and lambert. this

37、 concept was based on mowers (1950) “identification theory.” according to mower, childrens first language acquisition is primarily influenced by their parents activities. in view of this notion, gardner and lambert point out “l(fā)anguage is means to an end rather than an end itself.” in other words, th

38、ey believe that a long-term motivation, namely integrative motivation, is required when learning a target language.moreover, they put forward another important form of motivation, namely “instrumental motivation”, which is defined as “a desire to gain social recognition or economic advantages throug

39、h knowledge of a foreign language.” that is, language learners may be motivated by using a target language and its culture as an instrument to satisfy their own social and economic needs.gardner and lambert seem to prefer the integrative motive, claiming that language learners who are willing to int

40、egrate with the target language group are more likely to master the target language easily and successfully because they show a strong interest in the people and the culture of the target language group and maintain a long-term integrative motivation in the process of learning. harmer, on the one ha

41、nd, supports gardner and lamberts idea, classifying integrative motive into a strong form and a weak form. the strong form of integrative motivation refers to language learners who are strongly motivated to integrate them into the target language culture; the weak form of integrative motivation refe

42、rs to language learners who desire to obtain as much information as possible about the target language culture. harmer argues that “instrumental motivation” plays the same important role as “integrative motivation” in language learning.furthermore, gardner suggests that there is a difference between

43、 “integrative orientation” and “integrative motivation”, stating that providing language learners are orientated integrative to study the target language, they know the reasons clearly why they need to become closer to the target language, they not only know the reasons, but also demonstrate a stron

44、g motivation to study the target language thanks to their attitude, desire and effort toward the activity involved in language learning.gardner and lamberts early study (gardner and lambert 1959) illustrates that they maintain the belief that “integrative orientation” plays a particularly important

45、role in language learning. however, others do not endorse this idea, claiming that “instrumental orientation” appears to have the same positive effect on language learning as or better than “integrative orientation” (chihara and oller 1978). kruidenier comment these disagreements, believing that the

46、se different finding result in the failure of consideration of the social environment.a new concept, “integrations”, hypothesized by gardner (1985) reveals whom wish to “identify, at least in part” with the target language society may have a higher motivation than those who do not. however, dornyei

47、(1990) seems to contend that despite the lack of the target language environment, language learners” “culture and intellectual” attitude toward the target language may be regarded as part of “integrativeness”. for example, in china, although there is no english-speaking environment, learners still h

48、ave a strong “integrative motivation” in learning english because english is a major school subject based on chinas national curriculum. dornyei further argues that although gardners notion about motivation makes a great contribution to the study of motivation in language acquisition, it remains dif

49、ficult to make a clear definition among the terms, as gardner (2001) concludes “the term is used frequently in the literature, though close inspection will reveal that it has slightly different meaning to many different individuals.”gardner and lambert (1972) introduced the notions of instrumental a

50、nd integrative motivation. instrumental motivation refers to the learners desire to learn a language for utilitarian purposes (such as employment or travel or exam purposes) in the context of language learning. on the other hand, integrative motivation refers to the desire to learn a language to int

51、egrate successfully into the target language community. in later research studies, crookes and schmidt (1991), and gardner and tremblay (1994) explored four other motivational orientations: (a) reason for learning, (b) desire to attain the learning goal, (c) positive attitude toward the learning sit

52、uation, and (d) effortful behavior.3.1.1 integrative motivationmotivation has been identified as the learners orientation with regard to the goal of learning foreign language (crookes and schmidt 1991). it is thought that students who are most successful when learning a target language are those who

53、 like the people that speak the language, admire the culture and have a desire to become familiar with or even integrate into the society in which the language is used (falk 1978). this form of motivation is known as integrative motivation. when someone becomes a resident in a new community that use

54、s the target language in its social interactions, integrative motivation is a key component in assisting the learner to develop some level of proficiency in the language. it becomes a necessity, in order to operate socially in the community and become one of its members. it is also theorized integra

55、tive motivation typically underlies successful acquisition of a wide range of registers and a native like pronunciation (finegan 1999:568). in an efl setting such as japan it is important to consider the actual meaning of the term integrative. as benson (1991) suggests, a more appropriate approach t

56、o the concept of integrative motivation in the efl context would be the idea that it represents the desire of the individual to become bilingual, while at the same time becoming bicultural. this occurs through the addition of another language and culture to the learners own cultural identity. as jap

57、an is predominantly a monoculture society, opportunities to use the target language in daily verbal exchanges are relatively restricted. there is also limited potential for integrating into the target language community. 3.1.2 instrumental motivationin contrast to integrative motivation is the form

58、of motivation referred to as instrumental motivation. this is generally characterized by the desire to obtain something practical or concrete from the study of a second language (hudson 2000). with instrumental motivation the purpose of language acquisition is more utilitarian, such as meeting the requirements for school or university graduation, applying for a job, requesting higher pay based on lan