The Internal Structure of Language Learning Motivation and Its Relationship with Language Choice and Learning Effort - Review Article

Review Article

Introduction

It is quite evident that the language learning motivation directly impacts the learning efforts exhibited by the subject. This is what underlies this research where internal structure of motivation defines the level of effort that might be put in by the subject along with the choice in the learning that would be made by the subject. Language Learning is a complex and comprehensive process; although all the learning are characterised as such but the language learning cannot be based on extensive neural connections; which is normally used in learning activities other than those that revolve around language (Laine, 1995). Various variables are discerned by earlier researches which are deemed to as comprising language learning activity but there exists interrelationships among them, those have remained the point of conflict in previous researches (Tremblay & Gardner, 1995, pp. 512). This prompted earlier researches into presenting distorted findings in one way or the other. The findings would help discerning the impact of the motivation complex or any of its factors inherent in the internal structure of the second language on the behaviour posited by the subject (Dornyei, 1990, pp. 52).

Critique Discussion

This theory of language learning motivation is to be analysed by Structural Equation Modeling (SEM) of statistical technique which is done through building a directional relationship between the variables. The main area of fault in the researches conducted earlier was the use of just the measured concepts rather than the use of holistic approach which place critical importance on the use of internal structure to determine key factors through which learning behaviour is controlled (Lukmani, 1972, pp. 267).

This research is basically conducted to involve seven variables that constitute the internal structure of the motivation complex for second language learning; variables being integrativeness, instrumentality, vitality, attitude, cultural interest, linguistic self-confidence and milieu (Gardner & Lambert, 1959, pp. 269). This data, as the data in most of the researches, posits restriction in terms of generalizability hence it is appropriate that some particular motivational variables; out of the seven stated above, having the attribute of universality are selected (Dornyei, 2001). As a result of this modification; various independent variables would be used which prompts the need to use the multivariate analysis, and hence SEM; relatively comprehensive and complex statistical process, is used.

Survey was used and the participants comprised of 4,765 pupils from the year 1993 and 3,828 pupils form the year 1999. The sample selected in the year 1993 and the year 1999 depicted the most mature group who were at the crucial stage in their school life, thus it can be profoundly assumed that they must have selected the second language they are currently enrolled into with due diligence (Schumann, 1986, pp. 387).

Questionnaires were used and to make the tool even more reliable with appropriate and well-rounded psychometric characteristics, motivation questionnaires from the previous researches were also consulted to use relevant questions presented ...