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The degree of effort people exert in approaching or
avoiding experiences or goals (relative to second
language learning). How do people differ in
motivation, and how does that influence outcomes
in second language learning?
Two main theoretical approaches to the study of
motivation:
‡ Social psychological approach (traditional)
‡ Cognitive approach (emerging)

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|ntegrative Motivation
Motivation in SLA driven by ³a sincere and personal
interest in the people and culture represented by the
other language group´ -- Gardner, R. C., &
Mac|ntyre, P. D. (1991). An |nstrumental Motivation
in Language Study: Who Says |t |sn¶t Effective?
O O 
     , 57-72,
p. 58.
|nstrumental Motivation
Motivation in SLA driven by ³the practical value and
advantages of learning a new language´ (Gardner
and Mac|ntyre, 1991, p. 58).
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The godfather of the social psychological approach
in studies of motivation in SLA: Robert C. Gardner.
100s of studies with numerous collaborators, going
back to the 1950s.
For a review of 75 such studies, see: Masgoret, A.,
& Gardner, R. (2003). Attitudes, Motivation, and
Second Language a Learning: A Meta-Analysis of
Studies Conducted by Gardner and Associates.

  
  , 123±163.

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Most studies of motivation from the social
psychological approach use ³standard´
methodology for studies in affective domain: self-
report data from questionnaire correlated with
performance data from language test.
Gardner and Mac|ntyre (1991) used the Attitude /
Motivation Test Battery with vocabulary test data to
achieve results we might expect re: integrative and
instrumental motivation.

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|ntegrative:

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|nstrumental

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over the years, Gardner¶s many empirical studies
have informed the development of his ³socio-
educational model´ of second language acquisition.
The model ³emphasizes that there are two primary
individual difference variables involved in language
learning, viz., ability [intelligence and aptitude] and
motivation´ -- Gardner, R.C. (2006). The socio-
educational model of Second Language Acquisition:
A research paradigm. È O
  , 237±
260, p. 241.

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We can see this emphasis of ability and motivation
in the process graphic of the model:

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³|t is proposed that other things being equal, the
student with higher levels of ability (both intelligence
and language aptitude) will tend to be more
successful at learning the language than students
less endowed. Similarly, other things being equal,
students with higher levels of motivation will do
better than students with lower levels´ (p. 241).

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³A main feature of the socio-educational model is
motivation´ (p. 242).

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More specifically, Gardner ³focuses on the link
between three of constructs: motivation, attitudes
toward the learning situation, and integrativeness
(i.e., an openness to the target language group´ (p.
237).

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The unidirectional arrows indicate that ³levels of
motivation are influenced and maintained by
Attitudes toward the Learning Situation and
|ntegrativeness.´ The dotted line indicates that ³|n
some situations |nstrumentality could also support
motivation´ (p. 245).

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|ntrinsic Motivation
³Learners demonstrate an   orientation if their
rationale for engaging in a task is challenge,
curiosity, learning or mastery´ -- Li, D. (2006).
Motivation in Second Language Acquisition in
Chinese Research Students in the UK. È   
 È  , 38±58, p. 40.
Extrinsic Motivation
|f learners¶ ³reasons for engaging in a task are to
obtain rewards, grades or approval from others,
they are considered to be    oriented´ (Li,
2006, p. 40).
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Li (2006) conducted a qualitative study of Chinese
research students in the UK. Data were collected in
semi-structured interviews with open-ended
questions; the respondents were prompted to reflect
on their own learning experiences.
³Data suggest that « respondents mainly adopted
extrinsic orientations. They believed that [learning
English] would facilitate their current research and
improve their career prospects´ (p. 45).

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For an excellent review of the cognitive approach in
motivation studies, relative to the social
psychological approach, see: Dörnyei, Zoltán.
(2003). Attitudes, orientations, and Motivations in
Language Learning: Advances in Theory, Research,
and Applications.
  
  
(Supplement 1), 3±32.

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