Individual variation in second-language acquisition: Difference between revisions

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The role of [[motivation]] in SLA has been the subject of extensive scholarship, closely influenced by work in motivational [[psychology]]. Motivation is internally complex, and Dörnyei begins his work by stating that "strictly speaking, ''there is no such thing as motivation.''"<ref name="dornyei2001">{{Harvnb|Dörnyei|2001|p=1}}.</ref> There are many different kinds of motivation; these are often divided into types such as integrative or instrumental, intrinsic or extrinsic. Intrinsic motivation refers to the desire to do something for an internal reward. Most studies have shown it to be substantially more effective in long-term language learning than extrinsic motivation, for an external reward such as high grades or praise. Integrative and instrumental orientations refer to the degree that a language is learned "for its own sake" (integratively) or for instrumental purposes. Studies have not consistently shown either form of motivation to be more effective than the other, and the role of each is probably conditioned by various personality and cultural factors.

Some research has shown that motivation correlates strongly with proficiency, indicating both that successful learners are motivated and that success improves motivation .<ref>Shatz, I. [http://itamarshatz.me/wp-content/uploads/2015/09/Parameters-for-Assessing-the-Effectiveness-of-Language-Learning-Strategies.pdf "Parameters for Assessing the Effectiveness of Language Learning Strategies"], ''Journal of Language and Cultural Education'', 2(3), 96–103.</ref>. Thus motivation is not fixed, but is strongly affected by [[feedback]] from the environment. Accordingly, the study of motivation in SLA has also examined many of the [[Second-language acquisition#Learner-external factors|external factors]] discussed above, such as the effect of instructional techniques on motivation. An accessible summary of this research can be found in Dörnyei (2001).<ref name="dornyei2001" />

In their research on [[willingness to communicate]], MacIntyre et al. have shown that motivation is not the final construct before learners engage in communication. In fact, learners may be highly motivated yet remain unwilling to communicate.<ref>{{Harvnb|MacIntyre|Clément|Dörnyei|Noels|1998}}.</ref>