ASSIGNMENT 3

Assignment 3

Assignment 3

Introduction Motivation is defined as the learner's orientation with regard to the goal of learning a second language. Motivation is divided into two basic types: integrative and instrumental. Integrative motivation is characterised by the learner's positive attitudes towards the target language group and the desire to integrate into the target language community. Instrumental motivation underlies the goal to gain some social or economic reward through L2 achievement, thus referring to a more functional reason for language learning. Both forms of motivation are examined in light of research which has been undertaken to establish the correlation between the form of motivation and successful second language acquisition. Motivation in the Japanese EFL context is then discussed and studies which have been conducted in the field investigated.

Gardner's Socio-Educational Model

The work conducted by Gardner in the area of motivation was largely influenced by Mowrer (1950, cited in Larson-Freeman and Long 1994), whose focus was on first language acquisition. Mowrer proposed that a child's success when learning a first language could be attributed to the desire to gain identity within the family unit and then the wider language community. Using this as the basis for his own research Gardner went on to investigate motivation as an influencing factor in L2 acquisition.

Before examining the effect of motivation on second language learning it is first important to realise that it is one variable, which, combined with other factors, influences a learner's success. Gardner (1982), in his socio-educational model, identified a number of factors which are interrelated when learning a second language. Unlike other research carried out in the area, Gardner's model looks specifically at second language acquisition in a structured classroom setting rather than a natural environment. His work focuses on the foreign language classroom. The model attempts to interrelate four features of second language acquisition. These include the social and cultural milieu, individual learner differences, the setting or context in which learning takes place and linguistic outcomes (Gardner 1982).

The social or cultural milieu refers to the environment in which an individual is situated, thus determining their beliefs about other cultures and language. It is these beliefs which have a significant impact on second language acquisition. An example of this can be seen in the monocultural setting of Britain, where many believe it is not necessary to learn another language and that minority groups should assimilate and become proficient in the dominant language of the country. The same can be said of many other predominantly monocultural communities throughout the world. However, in other countries such as Canada, bilingualism and biculturalism, are often encouraged within society (Ellis 1997). Gardner (1979, cited in Skehan 1993) suggests that expectations regarding bilingualism, combined with attitudes towards the target language and its culture, form the basis of an individual's attitude towards language learning.

The second phase of Gardner's model introduces the four individual differences which are believed to be the most influential in second language acquisition. These include the variables of intelligence, language aptitude, motivation and situational anxiety (Giles and ...