Motivation in second-language learning
Socio-Educational Model
Gardner's Socio-Educational model
- Gardner(1982) identified a number of factor which are interested when learning a second language. Gardner set in a structured classroom rather than a natural environment and focus on the foreign language. This model iattempts to interrelate four feature of second language acquisition which are the social and cultural milieu, individual learner differences, the setting or context. In the Gardner's model, the most influential in second language acquistion is the four individual differences; intelligence, language aptitude, motivation, and situational anxiety.
Revised Socio-Education Model
- Gardner(2001) presents a shematic representation of this model. There are four sections, External Infludences, Individual Differences, Language Acquisition Contexts, and Outcomes. The interesting thing is the category of Individual Differences. Under this group, there are two variables like as Integrativeness,Attitude toward the Learning Situation and Motivation. In the socio-educational model, motivation to learn the second language include three elements. First, the motivatied individual expends effort to learn the language. Second, the motivated individual watns to achieve the goal. Third, the motivated individual will enjoy the task of learning the language.
The Role of the Motivation in Language Learning
Two Basic Motivation
- Integrative Motivation
- Cookes & Schmidt(1991) identified as the learner's orientation with regrad to the goal of learning a second language. It means that learner's positive attitues towards the target language group and the desire to integrate into the target language community.
- Instrumental Motivation
- Hudson(2000) characterised the desire to obtain something practical or concrete from the study of a second language. Instrumental motivation underlies the goal to gain some social or economic reward through L2 achievement.
Intergrative Motivation from the Socio-Educational Model
The one who intergratively motivated to learn the second language has a disire to identify with the other language communicty, and tends to evaluate learning situation positively.
References
1) Cookes, G., & Schmidt R. W. (1991). Motivation:Reopening the research agenda. Language Learning, 41(4), 469-512.
2) Gardner, R.C. (1982). Language attuitudes and language learning. In E. Boudhard Ryan & H. Giles, Attitudes towards language bariation(pp. 132-147). Edward Arnold.
3) Gardner, R.C. (2001). Language Learning Motivation: the Student, the the Teacher, and the Researche. Texas Papers in Foreign Language Education, 6, 1-18.
4) Hudson, G. (2000). Essential introductory linguistics. Blackwell Publishers.