The internal structure of language learning motivation and its relationship with language choice and learning effort (original) (raw)
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Language learners' motivational profiles and their motivated learning behavior
Language learning, 2005
The aim of the present study is to define and describe second language (L2) learners' motivational profiles by means of a statistical procedure that is relatively rarely used in L2 studies: cluster analysis. To achieve this aim, 5 broad dimensions of students' motivational and attitudinal dispositions toward 5 different L2s were measured and analyzed, using survey data collected from 8,593 13-and 14-year-old Hungarian pupils on 2 occasions. Statistical calculations yielded 4 distinct motivational groups, and we interpret this classification within Dörnyei's L2 Motivational Self System. In the second part of the study we examine the combined effects and interferences of the different motivational profiles learners hold with regard to 2 different target languages, English and German.
Construction and Validation of a Questionnaire on Language Learning Motivation
This article describes the steps and phases involved in constructing a questionnaire on the motivation to learn a second or foreign language (or L2 motivation). It evaluates psychometric properties of the instrument by performing exploratory and confirmatory factor analyses. Participants in this study were 194 students. The results of the exploratory factor analysis indicated that four dimensions formed the construct of L2 motivation, namely Instrumental orientation, Integrative orientation, Commitment and Effort. The findings from a subsequent confirmatory factor analysis validated the four-dimensional structure. The conclusions reached by this study as well as the steps and phases involved in the development of research instrument on L2 motivation could be informative for educators interested in issues related to language learning motivation and useful for future scholarly investigations of L2 motivation.
International Journal of English Language & Translation Studies , 2018
The purpose of this paper is to investigate the motivation for second language learning with reference to Lightbown and Spada's (2001) study. Lightbown and Spada's (2011) study first drew attention to a multitude of features associated with being an effective learner. In turn, the study assessed the available literature in such a way as to confirm or reject, by means of empirical evidence and clear reasoning, each of the elements on their list. Noteworthily, it is possible to divide the features that the authors highlighted into the following primary factors: firstly, motivation; secondly, personality; thirdly, aptitude; fourthly, intelligence; and finally, learner characteristics. In view of these, it is the aim of the present article to examine the motivation that underpins an individual's decision to learn a second language (L2). Both the literature and the existing theoretical frameworks indicate that a clear correlation exists between motivational types, on the one hand, and motivational factors, on the other. Motivation is often associated with dropping eventually when it is present in the form of sustained motivation (i.e., motivation that persists only for the length of the course), intrinsic motivation, or falling self-efficacy perceptions, while contrastingly, notable achievements typically arise from integrative motivation. The literature is explicit regarding the fact that motivation must be accompanied by a learner's active engagement, and in the context of L2 acquisition, the variables that affect the learning process-especially those which operate by means of impacting self-motivation-must be acknowledged (e.g., cross-cultural issues, the classroom's social environment). Noteworthily, while strategic approaches can be capitalised on by educators to promote learning motivation, punishments and excessive corrective measures adversely affect motivational levels. Context-specific issues should always be borne in mind throughout the process of L2 teaching and learning within the classroom.
American Based Research Journal, 2019
Among so many drivers functioning in the way of L2 acquisition process, motivation is considered as the best one by most of the scholars. Though there are many types of motivation, the integration of all sorts of motivational behavior accelerates the overall learning process of learners. Based on the importance of motivation, the current study aims to analyze the studies of famous scholars, their theories and concepts pertinent to the role of motivation in the field of SLA. Many empirical studies found that there is a big difference in terms of the attainment of the target language between the learners who are motivated and who are not motivated by any means. This paper will add value to the existing literatures based on the importance of motivation in the process of learning L2.
When Learning English is Compulsory at School: Fluctuations in L2 Motivational Self System
International Journal of Applied Linguistics & English Literature, 2014
Research findings highlight the role of motivation in the long-term process of learning a second/foreign language. One's motivation can change even in a short period of time under the influence of multifarious factors. To enrich our understanding of the attitudinal/motivational basis of foreign language learning this study attempts to investigate L2 motivational fluctuation, and the possibility of predicting EFL learners' motivated learning behavior in light of Dörnyei's (2005, 2009) theory of L2 motivational self system. To this end, 1670 junior high and high school students studying English as a compulsory subject in Iran filled out L2 motivational self system questionnaire. Independent samples t-test and regression analyses were applied; and the findings indicated a higher motivational disposition for junior high school students in comparison to high school students, except for their attitudes towards L2 community. For both groups, attitudes towards L2 learning was the best predictor of students motivated learning behavior.
Motivation and Second Language Acquisition
TESOL Quarterly, 2001
This paper posits four stages of language acquisition, identified as elemental, consolidation, conscious expression, and automaticity and thought, and considers the role of motivation in this process. It distinguishes between two types of motivation, language learning motivation and classroom motivation, indicating how these relate to two distinct contexts, the cultural and the educational through their influence on integrativeness and attitudes toward the learning situation. It discusses how the two types of motivation are differentially involved in the four stages, and empirical support for this perspective is presented in the form of path analyses of two samples of students from Catalonia.
A Structural Equation Model on Motivation in Language Learning
EPRA International Journal of Multidisciplinary Research (IJMR), 2021
The purpose of this study, to determine the most suitable model for motivation in language learning. It aims to ensure the significant relationship between the exogenous variable: writing strategy, study habits, classroom climate, and the endogenous variable in language learning motivation. In addition, non-experimental correlational research design and structural equation models to determine the most appropriate motivational model in motivation language learning. However, a stratified random sampling technique to select 436 participants from ninth-grade students from secondary public schools in Region XI. The following statistic used: mean, Pearson r, regression, and structural equation model (SEM). The exogenous variables have a significant correlation with endogenous variables that the fifth model adapted result of the study. In connection with, exogenous variables acquired a high descriptive level. The writing strategy includes planning, implementation, and revision; study habit...