Periods of Motivational Research and Components of Motivational Self-System

Applied Linguistics: literature review on Language Learning Motivation
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1. Definition of motivation in general and its importance

Motivation has been singled out as one of the important factors influencing language learning yet it is a complex and multifaceted (Dörnyei, 2001). Motivation is the behavior that explains the choice that people make to do something, how hard they try and their willingness to sustain the activity over time (Dörnyei, 2001).  Motivated people make a choice, then use efforts and are persistent. In second language acquisition (SLA,) motivation provides the impetus to begin language L2 learning and sustain the learning process, where even those with insufficient motivation are less likely to accomplish their long-term goals (Dörnyei, 2014 p.65). There are various conceptualizations of motivation in L2 learning where Gardner and Lambert’s studies in 1972 first emphasized relationship between culture and language learning, but new theories offered more explanations on L2 motivation with L2 motivational self-system being one of the most recent models. Motivation is important in language learning as it drives learners to develop L2 skills and accomplish their goals as they are actively involved in learning.

1. A brief history about motivational research:

1.  i.      The social psychological period by Gardner and Lambert’s (1972)

 Canadians Wallace Lambert, Robert Gardner and their associates sought to understand the interaction of Anglophone and Francophone speakers in the country and how second languages mediated the ethno linguistic communities (Dörnyei, 2014, p. 67) and (Dörnyei 2009, p. 29). Gardner’s and Lambert’s work in 1972 during the social psychological period was one of the earliest attempt at explaining  how motivation enhanced or hindered intercultural communication, where they used a social psychological approach, focusing on student attitudes as one of the socio-cultural factors that influences language learning (Dörnyei, 2014, p.67). The theory also focused on integrativeness, which is the desire to integrate learning within a community, while the concept of instrumentality emphasizes the pragmatic utility of learning languages (Dörnyei, 2009). ii.      The cognitive-situated period             Garder’s theory was not sufficient to explain emerging explanations on social identity and so in the cognitive–situated period, there was more motivation research. The work of Graham Crookes and Richard Schmidt (1991) was one of the first researches during the era to focus on cognitive situation. The period was notable for adopting motivational psychology concepts and especially cognitive aspects and analysis of L2 motivation in actual learning contexts (Dörnyei, 2014, p.74). The social constructs including the elf-determination also addressed intrinsic and extrinsic motivation in L1 and L2 learning. Intrinsic motivation is the behavior associated with internal rewards, pleasure and satisfaction, which is the driver for seeking knowledge, extrinsic motivation is associated with rewards like material or monetary incentives (Dörnyei, 2001). iii.      New approaches (past decade) –relationship between motivation and identity/self.(Dörnyei, 2009). There are new approaches to L2 motivation where the learner’s identity and social context are considered. The traditional models of L2 motivation focused on integrativeness. However, researches sought to integrate new ideas where L2 motivation theories could be applicable in different situations. Such theories extended the view of the self and learners’ ability like the L2 Motivation Self system. For instance, Markus and colleagues focused on the conditions that increased the motivation of the possible self Dörnyei (2014) and Markus & Nurius(1986). Dörnyei’s (2009) L2 Motivational Self System is one of the latest theories, and contains three components, the Ideal L2self, the ought-to self, and the L2 Learning experience (Dörnyei, 2014). Another inspiration for the motivation framework is Higgins (1987) who first conceptualized the idea of the ideal self, which represents the ideals that someone desires to possess, and ought self represents those attributes that someone believes they need to possess. Higgins’s self-discrepancy theory proposed that people are motivated when the self-concept matches the relevant self guides.

1. Definition of the three components of (Dörnyei, 2009) L2 motivational self-system which include:

   i.      Ideal L2 self The concept of   ideal L2 self is the ideal self image where one seeks to be a competent L2 speaker (Dörnyei, 2009, p. 29).  The self concept is associated with obligation or responsibility to others, but the ideal L2 self represents an individual’s vision about themselves. The Ideal L2 Self motivates learners as they seek to bridge the gap between the actual and ideal selves (Dörnyei, 2009, p. 29).  It also focuses on the accumulation of motivational data and also includes integrativeness to explain motivation in diverse learning contexts even in cases where there is little contact with L2 speakers.  Regardless of one’s learning style it is more likely that higher ideal L2 self is associated with motivated L2 behavior ii.       Ought-to L2 self The ought-to- L2 self is “the attributes that one believes one ought to possess to avoid possible negative outcomes” (Dörnyei, 2009, p. 29). The ought-to- L2 self reflects someone else’s vision for another individual, and when compared to the ideal L2 self it is social-related. The ought-to- L2 self represents avoidance motives, and since it is someone else’s vision it is associated with external pressures.  This component of L2 motivation is closely linked with the Higgins’ concept of ought self.  If the learners are aware about the benefit of learning new language they are more likely to believe that they ought to learn and this is a future self- guide that influences L2 development.     iii.      L2 Learning experience The L2 Learning experience is the specific situational motivators that are linked with learning environment and the personal learning experience (Dörnyei, 2009, p. 29). The learners’ attitudes about L 2 are influenced by ...