Only in the s, some marking shifts emerged. Au , through her work, revealed that integrative motivation lacks generalisity, and not empirically supported. Although the ideas of socio-psychological approach generated in Canada, some Canadian researchers also questioned the precise definition of integrative motivation in certain context Clement et.
Others view integrative motivation fits only in ESL context and not to be applied in EFL context, where learners have limited access to L2 communities Dornyei, Concerning these issues, Gardner and MacIntre propose a change in their views of integrative and instrumental motivational orientation, in which they state that motivation is dynamic and that the old representation of integrative and instrumental orientations are restricted and too static.
They also highlight the difference between orientations and motivation. Orientations refer to reasons for learning a second language, and the motivation refers to efforts to learn the language. They conclude that both integrative and instrumental motivation can affect L2 learning, and that integrative and instrumental orientations will not necessarily influence the learning process ibid, p.
From this point onwards, sociocultural model widened the research agenda. In addition to integrative motivation, internalised instrumental motivation also belongs to this dimension. L2 ideal self is seen as a powerful driving force because of the desire to lessen the gap between the actual self to ideal self. As mentioned above, there are some notable differences in the way Gardner and Dornyei define interative and instrumental motivation. Second, Dornyei also divides instrumental motivation into two types and puts it into different self- dimension; a instrumental motives with promotion focus, such as learning English to get a higher salary, correlates with ideal L2 self, meanwhile, b instrumental motives with prevention focus, such as learning English in order not to fail an exam, correlates with ought-to L2 self.
By this interpretation, Dornyei elaborates the meaning of these notions without contradicting relevant empirical studies in the past years Dornyei and Csizer, , p. The ideas to clearly identify language being associated with particular culture or communities seemed relevant as English was used only by particular communities and, therefore, the status of language and how much contact between the groups are considered as necessary Clement and Kruidenier, ; Gardner, Wasrchauer , p.
It is very likely that English learners may not associate it with particular geographical or cultural communities, but with spreading English as the main language in international business, world travel, technological innovation, and other aspects of globalization Lamb, For example, in a study conducted in Jordania, Kaylani found it difficult to find the integrative motivation among his average male students.
Rather than associating English or American culture, they identified themselves as part of international English-speaking communities. Another study of Japanese university students by Yashima found similar results where the students are motivated to learn English since English is symbolised as the language of the world. A question raised; is the term integrative motivation untenable for World Englishes speakers? Several studies using this framework have been conducted afterwards in Canadian context Gardner and Smytlk, ; Smythe, Stenqett and Feenstra, ; Feenstra and Gardner, and in American context Gardner and Lambert, This model contains five elements; 1 cultural beliefs from a social milieu, 2 motivation as a source of individual differences, 3 formal and informal learning situations, and 4 linguistic and nonlinguistic outcomes.
Au offers five hypotheses towards this model. Fourth, integrative motivation is seen as a cause, while L2 achievement is an effect the causality hypothesis. And, lastly, integrative motivation and aptitude are independent aspects of L2 learning the two- process hypothesis. Three empirical studies conducted by Au , Gardner , and Oller l to support these hypotheses found controversial results, mainly in the causality hypothesis and the integrative motive hyposthesis.
Oller points out the unstable non-linear functions that differs among contexts, individuals, and learning tasks. Regarding this criticism, Gardner no longer emphasises the superiority of integrative motivation towards instrumental motivation or other types of motivation, but states that integratively motivated learners may be more succesful than those who are not motivated Gardner, , p.
With the inconsistent findings of studies of integrative and instrumental motivation, Dornyei highlights the need to re-examine these two notions in the field of L2 motivation research.
Dornyei conducted a large-scale study which involves 13, eighth graders, in which he proposed L2 Motivational Self System in conditions where any integration or identification to L2 communities is not desirable Dornyei and Csizer, Conclusion It appears that each study in L2 motivation offers different result and each researcher offers different theoretical framework in which it portrays the nature of motivation as being dynamic and not restricted Dornyei, However, it can be argued that the notion of integrative and instrumental motivation contributes a huge influence on L2 motivation research over the past decades.
Social and psychological variables in learning Hebrew. The Journal of Abnormal and Social Psychology, 63 3. Au, S. Language learning, 38 1. Chihara, I. Language Learning, Clement, R. Self-confidence and group cohesion in the foreign language classrooom.
Journal of language and Social Psychology, 4 1. The key units in this process-oriented organisation include: Finally, as co-authors, we also thank each other for the opportunities for exchanging ideas and perspectives, learning from one another and dynamically co-constructing our motiv- ation and our thinking through this collaborative enterprise. People typically have no problem with distinguishing such a motivational experience from emotional experiences such as feeling happy or sad or angry, which are also grad- able.
This unanimity suggests that order in consciousness produces a very specific experiential state, so desirable that one wishes to replicate it as often as possible. This makes intuitive sense since it is individuals who initiate actions and the imme- diate cause of human behaviour is indeed individual motivation. Ought-to L2 Self which concerns the attributes that one believes one ought to possess to meet expectations and to avoid possible negative outcomes.
Skehan was perhaps one of the first scholars to call for more research on applying attri- bution theory Section 2. Hall Books published and forthcoming in this series include: Attitudes towards the learning situation, which comprises attitudes towards the language teacher and the L2 course. This involves finding opportun- ities for the teacher to talk with them on a personal level and letting them know that he or she cares for their progress and recognises their individual effort.
These voices heralded a mtivation in the s towards what Dornyei has subsequently called the cognitive-situated period of L2 motivation research. Teaching and Researching Motivation Applied linguistics in action. In addition to developing an extensive theoretical framework of L2 motivation Section 3. This does not do full justice to the way SL teachers have used the term motivation. Although most practitioners with sufficient classroom experience know too well that student rssearching does not remain constant during the course of learning, it is only within the last decade or so that efforts have been made to analyse the dynamics of L2 motivational change at either the micro level e.
Nevertheless, while the list of motivational variables has grown extensively beyond social psychological factors to include concepts such as intrinsic motivation, self-efficacy and attributions, the search for cause-effect relationships has continued to dominate research per- spectives, even when scholars took a more dynamic, process-oriented approach cf.
Furthermore, in pursuing applicability to relevant populations and contexts, linear approaches to motivation focus attention only on gen- eralisable types of learner in an idealised abstract sense — for example, the motivated or unmotivated learner; the intrinsically or extrinsically motivated learner; learners with low self-efficacy or with high linguis- tic self-confidence. Language global- isation has become an irreversible fact of life and the validity of large- scale, group-based surveys that were driving motivation research in the past has been questioned on several fronts, along with the relevance of explaining motivational impact in terms of linear cause-effect relationships.
Teachinf has the information? Equilibrium in this sense means a smooth, ongoing adaptation to con- textual changes Larsen-Freeman and Cameron, a. In contrast, a performance orientation views learning merely as a way to achieve a goal and the accompanying public recognition. Undoubtedly, the most extensive and ambitious attempt to track motivational change to date is the large-scale longitudinal survey of Hungarian language learners conducted by Dornyei and his colleagues Dornyei et al.
Account Options Sign in. Language global- isation has become an irreversible fact of life and the validity of large- scale, group-based surveys that were driving motivation research in the past has been questioned on several fronts, along with the relevance of explaining motivational impact in terms of linear cause-effect relationships. Teachers influence student motivation in many ways: So, while a specific theory may be perfectly adequate to explain the motivational basis of a certain well-defined set of behaviours or course of action e.
In addition, an teachng finding was that, contrary to expectation, the identified regulation scale representing personally valued internalised goals and motives had a stronger relation with the criterion variables than the intrinsic motivation subscales.
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