Second Language Acquisition

Week #18

Motivational Factors

and Attributions

1

0. Outline

1.

Defining motivation

2.

Motivation and human needs

3.

Learner orientations: integrative vs. instrumental
motivation

4.

Learner orientations: intrinsic vs. extrinsic
motivation

5.

The motivational grid

6.

Resultative motivation

7.

Attribution theory

8.

Locus of control

2

1. Defining motivation

M

OTIVATION

is thought of as:

•

an inner drive, impulse, emotion, or desire
that moves one to a particular action

•

the choices people make as to what
experiences or goals they will approach or
avoid, and the degree of effort they will
exert in that respect

3

1. Defining motivation

In language-learning situations:

•

the

attitudes and affective states

that

influence the degree of effort that learners
make to learn an L2

•

the

second strongest predictor of success

in

the study of L2, after aptitude

4

2. Motivation and human needs

Social psychologist

Abraham Maslow

(1970) put forth the concept of a

hierarchy of basic human needs

.

5

2. Motivation and human needs

6

A

ESTHETIC

C

OGNITIVE

E

STEEM

B

ELONGINGNESS

AND

L

OVE

S

AFETY

P

HYSIOLOGICAL

S

ELF

-A

CTUALIZATION

2. Motivation and human needs

Cognitive psychologist

David Ausubel

(1978)

identified six

needs

underlying the construct of

motivation

:

•

the need for

exploration

•

the need for

manipulation

•

the need for

activity

•

the need for

stimulation

•

the need for

knowledge

•

the need for

ego enhancement

7

2. Motivation and human needs

Methodologist

H. Douglas Brown

(2007)

believes that, like self-esteem,

motivation

can be viewed as:

8

global

situational

task-oriented

3. Integrative vs. instrumental

motivation

In the 1970s and 1980s, the Canadian
psychologist

Robert C. Gardner

proposed

a distinction between

instrumental

and

integrative orientations

of the L2 learner.

9

3. Integrative vs. instrumental

motivation

Instrumental motivation

refers to a need to

acquire a language as a way to achieve
instrumental goals, such as:

10

• translating

• pursuing a professional career

• reading literature in the field

3. Integrative vs. instrumental

motivation

Integrative motivation

is activated when the

learner wants to get integrated with the L2
speech community and culture – to identify
himself with and become a part of that
social group.

11

4. Intrinsic vs. extrinsic motivation

Learners who study for their own

self-

perceived needs

and goals are

intrinsically

oriented

.

Learners who pursue a goal exclusively to
receive an

external reward

from someone

else are

extrinsically oriented

.

12

5. The motivational grid

13

Motivational Taxonomy

INTRINSIC

EXTRINSIC

IN

TE

G

RA

TIVE

IN

STRU

ME

NT

AL

A L2 learner wishes to

integrate with the L2

culture

(e.g., for immigration

or marriage)

Someone else wishes the

L2 learner to know the L2

for integrative reasons

(e.g., Japanese-American

parents send their children

to a Japanese language

school)

A L2 learner wishes to

achieve goals utilising

L2 (e.g., for a career)

An external power wants

the L2 learner to learn L2

(e.g., a corporation sends

a Japanese business

executive to the USA for

language training)

6. Resultative motivation

Research indicates that motivation is the

cause of L2 achievement

.

However, it is also possible that
motivation is the

result of learning

.

14

7. Attribution theory

Attribution theory

studies causes to

which learners assign their success
or failure.

15

7. Attribution theory

Behind one's performance in L2
there are

factors within one's

control as well as those beyond
one's control

.

16

7. Attribution theory

Attribution theory shows how
people make

causal explanations

and what responses to questions
beginning with 'why' are given.

17

7. Attribution theory

It accounts for the behavioral and
emotional consequences of those
explanations.

18

7. Attribution theory

Individuals vary in the way they
attribute causes to events.

19

7. Attribution theory

The four principal determinants of
success are:

20

ability

task difficulty

effort

luck

7. Attribution theory

These are analyzed in terms of:

21

stability

locus of control

and

7. Attribution theory

A

BILITY

and

T

ASK

D

IFFICULTY

are

relatively

unchangeable

and are

therefore in the stability dimension.

22

7. Attribution theory

In contrast,

E

FFORT

and

L

UCK

are

unstable

and subject to

modification.

23

8. Locus of control

24

LOCUS OF CONTROL

STABILITY

Internal

External

Stable

Ability

Task

difficulty

Unstable

Effort

Luck

8. Locus of control

Graham (1994) adds further

traditional attributions

:

25

mood

family background

help

hindrance from others

Thank you

for your attention

26