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1、The Role of Motivation in Language Learning摘要：动机是推动外语学习的内在力量，是外语学习的重要因素之一。众多外语老师都认为动机是影响学生是否能成功学习语言的重要因素，重要的、合理的语言学习动机可以克服语言学习中的各种不利因素。动机在语言学习中的作用的研究开始于二十世纪六十年代，它是语言学中的一个重要领域。本文提出了激发语言学习者学习语言的策略并集中讨论了动机在语言学习中所起的重大作用。关于动机的概念有各种定义的观点；关于动机如何在学习语言方面发挥作用的建议也有很多，这些建议都是以各种动机的理论为基础的。动机在语言学习中的作用日益重要，诸如明确社会语言
2、，达到长期或短期的目标，提高语言学习者的内在和外在的动力以及应用于团体。还必须指出的是关于这一领域的研究必须被实践所检验，并且在理论和实践上还有很长的路要走。本文通过对语言学习动机理论的探讨，提出激发语言学习者学习语言的 途径和策略，旨在 培养语言学习者的强烈求知欲。关键词：动机；动机理论；语言学习；语言学习者；动机在语言学习中的作用Abstract: Motivation, inner drive to push the study of foreign language learning, it is one of the key factors in the study of forei
3、gn language learning. Most language teachers agree that motivation of the students is one of the most important factors influencing their success or failure in language learning, the importance of motivation of study can overcome unfavorable circumstances in other aspects of language learning. The r
4、ole of motivation in language learning has been studied since in 1960s. It is indeed one of the most important areas of linguistics. This paper suggests strategies of motivating language learners and focuses on the role which motivation can play in language learning. The concept of motivation from d
5、ifferent points of view is defined, a number of suggestions on how to motivate language learners are presented and the role of motivation based on various motivational theories are highlighted. With regard to the role of motivation in language learning, it is concluded that motivation plays an incre
6、asingly important role in many aspects, such as identifying with the target language society, achieving long-term and short-term goals, improving language learners internal and external powers and exerting a group force. It also indicates that there should be more research areas to be examined and a
7、 long way is probably required to do in future theoretical and practical study. This paper, by making a study on motivation theories, presents some ways and strategies to stir up the study motivation of language learners. It aims at cultivating the language learners to have a strong thirst for knowl
8、edge.Key words: motivation; motivation theories; language learning; language learners; the role of motivation in language learningContentsAbstract1Key words2I. Introduction.2II. Motivation Theories32.1BehavioristApproach.32.2CognitiveApproach.42.3 Social Constructivist Approach.4III. The Role of Mot
9、ivation in Language Learning53.1 Gardners Motivation Theory53.1.1 Integrative Motivation.63.1.2 Instrumental Motivation73.1.3 Integrative vs. Instrumental Motivation.73.2 The Role of Motivation in Language Learning.93.2.1 The Role of Goal-directed Motivation.93.2.2 The Role of Self-determination Mot
10、ivation Theory.93.2.3 The Role of Group Motivation.11IV. The Suggestions and Strategies11V. Conclusion.12References13I. IntroductionIt is true that language plays an important role in the modernization of a country, providing a key to human education and development. As Lord (1985) suggests that lan
11、guage work is “a major indicator of appropriateness of technology.” Learning a foreign language has become essential for the social and economic development of many societies. In other words, language learners need to learn its pronunciation, vocabulary and grammar, but also its abundant culture. So
12、me learners can learn foreign language quickly and easily, while others find it difficult to learn. There are many factors influencing language learners success or failure in foreign language learning, such as language learners motivation, intelligence, aptitude and competence.Among the factors, it
13、has been often said that language learners motivation plays a crucial part in language learning (Gardner and Lambert 1969; Harmer 1983). Indeed, many researchers who are interested in this subject area have examined the role of learners motivation in learning a foreign language. Gardner (1985) seems
14、 to support this idea and points out that motivation in language learning is particular importance. Similarly, Noels (1990) also believe that understanding more about motivation could improve language learners competence in learning a foreign language.Why do people learn foreign language? The answer
15、 to this question is important, according to Rebecca Oxford (1994), “motivation is considered by many researchers to be one of the main determining factors in success in developing foreign language. ” Gardner even claims that motivation of the components of motivation and the influence of motivation
16、 on learning foreign language seems quite reasonable. This paper aims at presenting the definitions of motivation from different perspectives to discuss the role of various types of motivation based on different motivation theories and to give suggestions on how to motivate language learners in lang
17、uage learning. The theories of motivation will first be presented. The role of motivation in language learning will then be discussed. Lastly, suggestions and strategies on language learners motivation will be provided.Motivation is a way of explaining how people are aroused by an event, how they di
18、rect their behavior toward the event, and how they sustain that behavior for given length of time (Ball 1982). In other words, motivation deals with why individuals get interests and reaction to that event that get their attention (Henson and Eller 1999).Motivational theories can be categorized in m
19、uch the same way as approaches to learning: behaviorist approach, cognitive approach and social constructivist approach. Recall that behaviorist approach is concerned with how the consequences of behavior regulated and controlled actions; that cognitive approach is concerned with how we know, think
20、and remember; and that social constructivist approach is an important movement in educational psychology. Its main underlying assumption is that individuals are actively involved right from birth in constructing personal meaning, their personal understanding from their experiences. Accordingly, beha
21、vior approach emphasizes external motives, such as those having to do with praise and reward; cognitive approach emphasize the individuals need to know and understand (Lefrancois 1997); and the social constructivist approach emphasizes the whole person what an individual brings to the learning activ
22、ities and the importance of social interaction and influence of context as well.II. Motivation TheoriesMany theorists and researchers have found that it is important to recognize the construct of motivation not as a single entity but as a multi-factorial one. Oxford and Shearin (1994) analyzed a tot
23、al of 12 motivational theories or models, including those approaches: behavioris tapproach, cognitive approach and social constructivist approach. 2.1 Behaviorist ApproachBehaviorists like Skinner or Waston would stress the role of rewards in motivating behavior. For example: according to Skinner, b
24、ehaviors are controlled by their consequences. When consequences are rewarding, behaviors are maintained and are increased in strength and perhaps frequency. The rewarding consequences serve to reinforce behaviorists account for human behavior though a behaviorist paradigm stresses the importance of
25、 rewards and reinforcement. Reinforcement theory is a powerful concept for the classroom. Learners learn foreign language for praises, grades, certificates and so on. Teachers motivated them simply by giving them positive feedback. In reality, its not the matter.2.2 Cognitive ApproachContrary to the
26、 behaviorist approach, the cognitive psychologists approach motivation from quite a different perspective. They believe that people have innate ability to motivate themselves. David Ausabel (1968) claimed that motivation stem from basis innate drives, such as exploration, manipulation, activity, sti
27、mulation, knowledge, ego enhancement; Hunt (1965) centers on the importance of people deciding for themselves what to think or feel or do. The cognitive psychological viewpoints explain motivation through deeper, unobservable phenomena. In the classroom, when learners have opportunities to make thei
28、r own choices about what to pursue and what not to pursue, they are fulfilling their needs for autonomy. When learners are forced to do something, their inner will may be right against it and their motivation can diminish, as a result.2.3 Social Constructivist ApproachStill within the cognitive fram
29、ework, constructivism is an important movement in educational psychology. Its main underlying assumption is that individuals are actively involved right from birth in constructing personal meaning, their personal understanding from their experiences. It emphasizes the whole person what an individual
30、 brings to the learning activities and the importance of social interaction and influence of context as well.A constructivist view of motivation centers on the premise that each individual is motivated differently. People will make their own sense of the various external influences and they will act
31、 on their internal disposition. Therefore, what motivates one person to learn a foreign language and sustain its effort in doing so until he has achieved satisfied result differs from individual to individual. (William, M & Burden, R 1997)As has pointed out at the beginning, though it is one of the
32、most trodden areas in all the factors influencing language learning, motivation is much more complex than it is most people have expected. Although having discussed motivation from different psychological perspectives, we actually have been following a spiral circle, so till far away from the center
33、 of the problem: what is motivation? How may it influence the success or failure of foreign language learning?To take a quick step forward, wed like to present the definition of motivation by William, M & Burden, R (1997: 6) “Motivation may be constructed as a state of cognitive and emotional arousa
34、l, which leads to a conscious decision to act, and which gives to a period of sustained intellectual and/or physical effort order to attain a previously set goals.” This definition involves three stages: the initial stage-whatever the cause, the individuals interest or enthusiasm is aroused; the dec
35、ision making stage -the individual consciously decide what action to make; the effort sustaining stage -once the activity has began, the individual needs to persist until the desired goal is achieved. Apparently, motivation is the result of a combination of both internal & external factors.III. The
36、Role of Motivation in Language Learning3.1 Gardners Motivation TheoryGardners motivation theory contains three forms, namely: “integrative orientation, integrativeness and integrative motive,” “integrative motive” was introduced by Gardner and Lambert. This concept was based on Mowers (1950) “identi
37、fication theory.” According to Mower, childrens first language acquisition is primarily influenced by their parents activities. In view of this notion, Gardner and Lambert point out “language is means to an end rather than an end itself.” In other words, they believe that a long-term motivation, nam
38、ely integrative motivation, is required when learning a target language.Moreover, they put forward another important form of motivation, namely “instrumental motivation”, which is defined as “a desire to gain social recognition or economic advantages through knowledge of a foreign language.” That is
39、, language learners may be motivated by using a target language and its culture as an instrument to satisfy their own social and economic needs.Gardner and Lambert seem to prefer the integrative motive, claiming that language learners who are willing to integrate with the target language group are m
40、ore likely to master the target language easily and successfully because they show a strong interest in the people and the culture of the target language group and maintain a long-term integrative motivation in the process of learning. Harmer, on the one hand, supports Gardner and Lamberts idea, cla
41、ssifying integrative motive into a strong form and a weak form. The strong form of integrative motivation refers to language learners who are strongly motivated to integrate them into the target language culture; the weak form of integrative motivation refers to language learners who desire to obtai
42、n as much information as possible about the target language culture. Harmer argues that “instrumental motivation” plays the same important role as “integrative motivation” in language learning.Furthermore, Gardner suggests that there is a difference between “integrative orientation” and “integrative
43、 motivation”, stating that providing language learners are orientated integrative to study the target language, they know the reasons clearly why they need to become closer to the target language, they not only know the reasons, but also demonstrate a strong motivation to study the target language t
44、hanks to their attitude, desire and effort toward the activity involved in language learning.Gardner and Lamberts early study (Gardner and Lambert 1959) illustrates that they maintain the belief that “integrative orientation” plays a particularly important role in language learning. However, others
45、do not endorse this idea, claiming that “instrumental orientation” appears to have the same positive effect on language learning as or better than “integrative orientation” (Chihara and Oller 1978). Kruidenier comment these disagreements, believing that these different finding result in the failure
46、of consideration of the social environment.A new concept, “integrations”, hypothesized by Gardner (1985) reveals whom wish to “identify, at least in part” with the target language society may have a higher motivation than those who do not. However, Dornyei (1990) seems to contend that despite the la
47、ck of the target language environment, language learners” “culture and intellectual” attitude toward the target language may be regarded as part of “integrativeness”. For example, in China, although there is no English-speaking environment, learners still have a strong “integrative motivation” in le
48、arning English because English is a major school subject based on Chinas national curriculum. Dornyei further argues that although Gardners notion about motivation makes a great contribution to the study of motivation in language acquisition, it remains difficult to make a clear definition among the terms, as Gardner (2001) concludes “the term is used frequently in the lite
