Elisabet Andriyanti Werang

44680125

Name :
Elisabet Andriyanti Werang
44680125

Component title :

Motivation and learning goals

Define the component as an area of SLA

Motivation is one of the features of individual differences described by Drnyei
(2005) that has a high correlation with SLA. It is concerned with "the desire to initiate L2
learning and the effort employed to sustain it, and in lay terms we all understand it to be a
matter of quantity, as in the everyday observation that some learners are highly motivated
and others have little or no motivation" (Ortega, 2013). In another word, as Drnyei (2005)
suggests, motivation provides the primary stimulus for second language learners to start and
continue learning despite the obstacles they may encounter along the way. He also firmly
believes that without sufficient motivation even high achiever learners would unlikely to be
successful in mastering a second language despite the quality of the teaching materials
provided.
Speaking about motivation, it is also important to consider other aspects that
surround it such as learning goal. Many researchers agree that learning goal is part of
motivation theory. In fact, one of the antecedents of motivation research includes a feature
that has a very similar meaning to learning goal called orientation. This refers to reasons
for learning the L2, which in turn may influence the intensity and quality of motivation of
learners experience (Ortega, 2013).
The abovementioned definitions suggest that desire and goal are some of many
traits of motivation. As Gardner and MacIntyre (as cited in Mitchell, Myles, & Marsden, 2013)
stated, "motivation is a complex construct, defined by three main components: desire to
achieve a goal, effort extended in this direction, and satisfaction with the task.

Identify the key concepts

To be able to understand the development of motivation research and the key
concepts within this area, it is necessary to look closely at three periods of motivation
research described by Drnyei (2005). These three periods were the social psychological
period (1959-1990), the cognitive-situated period (during the 1990s), and the process-
oriented period (2000-present).

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The social psychological period (1959-1990)

The social psychological period was known by Wallace Lambert, Robert Gardner,
and their associates work. They develop the notion of integrative motivation and a test
battery that later help researchers to scientifically measure a broad range of motivational
factors (Drnyei, 2005).
Gardner believes that language achievement is influenced by factors including
integrative motivation and language aptitude. Integrative motivation consists of three aspects
of integrativeness, attitudes toward the learning situation, and motivation. These aspects
received an unyielding critic from Drnyei (2005) as it is very noticeable that the terms are
confusing. The term integrative are used in three different ways as integrative orientation,
integrativeness, and integrative motive/motivation; the other term, motivation, also used to
carry different meanings in his writing as well as. This makes it difficult for the readers to
distinguish what he means when the term motivation is used. In the end, most of the
researchers only pay their attention to two motivational components of Gardner's theory:
integrative orientation or integrative motivation and instrumental orientation/motivation (real
advantages of having L2 skills).
In the social psychological period, Gardner and his colleagues also developed a test
battery called Attitude/Motivation Test Battery (AMTB). Gardner (as cited in Drnyei, 2005)
described AMTB as a multicomponential motivation questionnaire made up of over 130
items which has been shown to have good psychometric properties, including construct and
predictive validity. Despite the issues regarding the test validity proposed by Drnyei
(2005), this test is still considered as a useful self-report instrument. Upon seeing its
potential, many has adapted AMTB to serve various learning contexts all over the globe.

The cognitive-situated period (during the 1990s)

According to Drnyei (2005), this period received a great influence from two major
trends: a) The desire to catch up with advances in motivational psychology and to extend
our understanding of L2 motivation by importing some of the most influential concepts of the
1980s, and b) The desire to narrow down the macroperspective of L2 motivation.
Several theories were developed in this period (Drnyei, 2005) includes self-
determination theory, which explained about intrinsic and extrinsic motives of language
learning; Bernard Weiners attribution theory, which argued that ones past failure or success
determine future action; and task motivation, in which task is seen as the basic building
blocks of instructed SLA (Drnyei, 2005).

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The process-oriented period (2000-present)

In this period there was an attempt to view motivation from different perspectives: its
dynamic character and temporal variation. Based on this view, Drnyei and Otto (as cited in
Drnyei, 2005) then developed a model of L2 motivation consists of three phases. First,
Preactional Stage, in which motivation is generated; second, the Actional Stage. In this
stage the motivation is actively maintained and protected while the particular action lasts;
and third, Postactional Stage. In this stage learners reflect and evaluate how things went.
In this period the researchers also identified how L2 motivation shift around the world
(Drnyei, 2005). They concluded that there are six temporal themes that affect this
phenomenon: (a) maturation and gradually increasing interest, (b) standstill period, (c)
moving into a new life phase, (d) internalizing external goals and imported visions, (e)
relationship with a significant other, and (f) time spent in the host environment.

The new issues to be concerned

Besides the three periods briefly explained above, Drnyei (2005) highlight four
concepts that he believes would need to be considered in the future research. This includes
motivation and group dynamic, demotivation, motivational self-regulation, and the
neurobiology of motivation. Furthermore, the current trend of L2 motivation research is to
look at motivation as a state trait or a set of goal directed predisposition to act or not to act
in a certain way that is subject to change over time (Ortega, 2013)

What research fields does it draw on (e.g. psychology, anthropology, etc.)

Motivation and learning goals are used in psychology, particularly in social and
educational psychology (Drnyei, 2005; Ortega, 2013; Saville-Troike, 2006)

Come up with five keywords for the component.

Although, the requirement is to provide only five keywords, more than that number of
keywords can be explored in the literature. Therefore, more are provided here. It is also
considered necessary to include several lead figures in the motivation research as well in
this section.

Keywords
1. Individual differences
2. L2 motivational self system
3. Intrinsic and extrinsic motives
4. Motivational intensity
5. Demotivation/amotivation

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6. Collective motivation and demotivation

7. Integrative and instrumental reasons

Lead figures
1. Robert C. Gardner
2. Richard Clment
3. Wallace Lambert
4. Bernard Weiner
5. Zoltn Drnyei
6. Ema Ushioda.

Word count: 1082

Reference list
Drnyei, Z. (2005). Psychology of the language learner: Individual differences in second
language acquisition. New York, NY: Routledge.

Gass, S. M., Behney, J., & Plonsky, L. (2013). Second language acquisition an introductory
course (4th ed.). New York, NY: Routledge.

Mitchell, R., Myles, F., & Marsden, E. (2013). Second language learning theories (3rd ed.).
London: Routledge.

Ortega, L. (2013). Understanding second language acquisition. London: Routledge.

Saville-Troike, M. (2006). Introducing second language acquisition. New York: Cambridge

University Press.