Individual Differences in SLA: Motivation
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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Motivation: Social psychological approach
Integrative Motivation
Motivation in SLA driven by “a sincere and personal
interest in the people and culture represented by the
other language group” -- Gardner, R. C., &
MacIntyre, P. D. (1991). An Instrumental Motivation
in Language Study: Who Says It Isn’t Effective?
Studies in Second Language Acquisition, 13, 57-72,
p. 58.
Instrumental Motivation
Motivation in SLA driven by “the practical value and
advantages of learning a new language” (Gardner
and MacIntyre, 1991, p. 58).
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Motivation: Social psychological approach
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.
Language Learning, 53, 123–163.
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Motivation: Social psychological approach
Most studies of motivation from the social
psychological approach use “standard”
methodology for studies in affective domain: selfreport data from questionnaire correlated with
performance data from language test.
Gardner and MacIntyre (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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Motivation: Social psychological approach
Integrative:
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Motivation: Social psychological approach
Instrumental
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Motivation: Social psychological approach
Over the years, Gardner’s many empirical studies
have informed the development of his “socioeducational model” of second language acquisition.
The model “emphasizes that there are two primary
individual difference variables involved in language
learning, viz., ability [intelligence and aptitude] and
motivation” -- Gardner, R.C. (2006). The socioeducational model of Second Language Acquisition:
A research paradigm. EUROSLA Yearbook, 6, 237–
260, p. 241.
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Motivation: Social psychological approach
We can see this emphasis of ability and motivation
in the process graphic of the model:
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Motivation: Social psychological approach
“It 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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Motivation: Social psychological approach
“A main feature of the socio-educational model is
motivation” (p. 242).
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Motivation: Social psychological approach
More specifically, Gardner “focuses 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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Motivation: Social psychological approach
The unidirectional arrows indicate that “levels of
motivation are influenced and maintained by
Attitudes toward the Learning Situation and
Integrativeness.” The dotted line indicates that “In
some situations Instrumentality could also support
motivation” (p. 245).
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Motivation: Cognitive approach
Intrinsic Motivation
“Learners demonstrate an intrinsic 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. Evaluation
and Research in Education, 19, 38–58, p. 40.
Extrinsic Motivation
If learners’ “reasons for engaging in a task are to
obtain rewards, grades or approval from others,
they are considered to be extrinsically oriented” (Li,
2006, p. 40).
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Motivation: Cognitive approach
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.
“Data 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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Motivation: Cognitive approach
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. Language Learning, 53
(Supplement 1), 3–32.
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Motivation: Wright & McGrory
One study of motivation in language learning that
draws on both these approaches (i.e., social
psychological and cognitive) is Motivation and the
Adult Irish Language Learner.
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