The Study of Motivation

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Literature Review
Motivation
MacIntyre et al. (2001) define motivation as “an attribute of the individual describing the psychological qualities underlying behavior with respect to a particular task” (p. 463). The study of motivation as a predictor of second language learning performance was initiated by Gardner and his Canadian colleagues (1972).
According to Gardner and Lambert (1972), there are two kinds of motivation: integrative motivation, referring to a holistic learning approach toward the speech and culture of the target language group, and instrumental motivation, referring to language learning for more immediate or practical goals. Intrinsic and extrinsic are the new classifications of motivation. Intrinsic motivation is the inherent pleasure of a person in learning second language. Extrinsic motivation is like instrumental motivation which refers to learn a second language that is instigated by some punishment or reward from the social environment (Noels et al., 2001). Instrumental motivation, on the other hand, is characterized by a desire to gain social recognition or economic advantages through knowing an L2 (Gardner & Lambert, 1972). It is also characterized by an interest in learning L2 for pragmatic and utilitarian benefits such as a high salary, power, or career (Johnson, 2001). Despite that fact that both types of motivation are factors vital to success in learning a second or foreign language, much debate among researchers has been focused on which kind of motivation is more significant L2 for learners (Dornyei, 2001). Researchers have different perspectives for language learning outcomes toward the two types of motivation. For example, integrative motivation was viewed as superior to instrumental motivation ...

... middle of paper ...

...that the anxiety feelings occur when one is not fully proficient in the second language.
Reference:
Young, D.J. (1991). Creating a low anxiety classroom environment: What does anxiety research suggest? Modern Language Journal 75: 426-38
Krashen, S. (1981) Second language acquisition and second language learning. London: Pergamum
Onwuegbuzie, A, J., Bailey, P., & Daley, C, E. (1999). ‘Factors associated with foreign language anxiety’, Applied Psycholinguistics, Vol. 20 (2),
217-239
Von Worde, R. (2003). Students’ Perspectives on Foreign Language Anxiety. Inquiry, 8 (1), 1-16. Retrieved on September, 14, 2010 from http://www.vccaedu.org/inquiry/inquiry-spring2003/i-81-worde.html. Pappamihiel, N. E. (2002). English as a second language students and English Language Anxiety: Issues in the Mainstream Classroom.
Research in the Teaching of English, 36 (3), 327-356

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