Trajectory of L2 Motivation Theories Development: Transition from the Social Psychological Views to the Socio-dynamic Perspectives
Subject Areas : Journal of Teaching English Language Studies
1 - Department of English, Chalous Branch, Islamic Azad University, Chalous, Iran
Keywords:
Abstract :
This article reports on an attempt to investigate the developmental trajectory and route of L2 motivation theories from the early social psychological period to the current socio-dynamic perspective. While in the early days the individuals’ desire and tendency to integrate within the target language community was considered the most powerful motivating factor, the current global perspectives advocate a totally different stance and involve a variety of other cognitive, social, and contextual factors. The new views have brought about novel conceptualizations and unprecedented research methods. This theoretical shift is the outcome of decades of scientific endeavor and research that were continually empowered and supplied by the innovations of psychological motivation research. Four distinct periods of L2 motivation research are recognized with their own specific theoretical and methodological characteristics. In the present article, in addition to describing the developmental periods and their outputs in detail, the links and interconnections between them are discussed.Keywords: L2 motivation, social psychological period, cognitive-situated period, process-oriented period, socio-dynamic period
Chan, L., Dörnyei, Z., & Henry, A. (2015). Learner archetypes and signature dynamics in the language classroom: A retrodictive qualitative modelling approach to studying L2 motivation. In Z. Dörnyei, P. MacIntyre & A. Henry (Eds.), Motivational dynamics in language learning (pp. 238-259). Bristol: Multilingual Matters.
Csizér, K., & Kormos, J. (2009). Learning experiences, selves and motivated learning behavior: A comparative analysis of structural models for Hungarian secondary and university learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 98-119). Bristol: Multilingual Matters.
Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469-512. DOI:10.1111/j.1467-1770.1991.tb00690.x
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78(3), 273- 84. DOI:10.1111/j.1540-4781.1994.tb02042.x
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Dörnyei, Z. (2009a). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Bristol: Multilingual Matters.
Dörnyei, Z. (2009b) The psychology of second language acquisition. Oxford: Oxford University Press.
Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes, and globalization: A Hungarian perspective. Bristol: Multilingual Matters.
Dörnyei, Z., & Otto, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43-69.
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York: Routledge.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow: Longman.
Gardner, R. C. (1979) Social psychological aspects of second language acquisition. In H. Giles & R. St. Clair (Eds.), Language and social psychology (193-220). Oxford, Blackwell.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, R. C. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language learning (pp. 1-20). Honolulu, HI: University of Hawaii Press.
Gardner, R. C. (2007). Motivation and second language acquisition. Porta Linguarum, 8, 9-20.
Gardner, R. C. (2010). Motivation and second language acquisition: The socio-educational model. New York: Peter Lang.
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of psychology, 13(4), 266-272. http://dx.doi.org/10.1037/h0083787
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, Mass: Newbury House.
Gardner, R. C., & MacIntyre, P. D. (1993). A student’s contributions to second-language learning. Part II: Affective variables. Language Teaching, 26(1), 1-11. http://dx.doi.org/10.1017/S0261444800000045
Gardner, R. C., & Tremblay, P. F. (1994). On motivation, research agendas, and theoretical frameworks. Modern Language Journal, 78(3), 359-368. DOI:10.1111/j.1540-4781.1994.tb02050.x
Heckhausen, H. (1991). Motivation and action. New York: Springer.
Holliday, A. (2005). The struggle to teach English as an international language. Oxford: Oxford University Press.
Kuhl, J. (1985). Volitional mediators of cognition-behavior consistency: Self-regulatory processes and action versus state orientation. In J. Kuhl & J. Beckmann (Eds.), Action control: From cognition to behavior. New York: Springer.
Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32, 3-19. DOI:10.1016/j.system.2003.04.002
Noels, K. A. (2001). New orientations in language learning motivation: Toward a contextual model of intrinsic, extrinsic, and integrative orientations and motivation. In Z. Dörnyei, & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 43-68). Honolulu: University of Hawaii.
Noels, K. A. (2003). Learning Spanish as a second language: Learners’ orientations and perceptions of their teachers’ communication style. In Z. Dörnyei (Ed.), Attitudes, orientations, and motivations in language learning (pp. 97-136). Oxford: Blackwell.
Noels, K. A. (2009). The internalization of language learning into the self and social identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 43-65). Bristol: Multilingual Matters.
Noels, K. A., Clément, R., & Pelletier, L. G. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. Modern Language Journal, 83(1), 23-34. DOI: 10.1111/0026-7902.00003
Noels, K. A., Clément, R., & Pelletier, L. G. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. Canadian Modern Language Review, 57(3), 424-444. DOI:10.3138/cmlr.57.3.424
Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50(S1), 57-85. DOI:10.1111/0023-8333.00111
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow: Longman.
Norton, B. (2001). Non-participation, imagined communities and the language classroom. In M. P. Breen (Ed.), Learner contributions to language learning: New directions in research (pp. 159-171). Harlow: Longman.
Oxford, R. L., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. Modern Language Journal, 78(1), 12-28. DOI:10.1111/j.1540-4781.1994.tb02011.x
Stockwell, G. (2013). Technology and motivation in English-language teaching and learning. In E. Ushioda (Ed.), International perspectives on motivation, language learning and professional challenges (pp.156-175). New York: Palgrave Macmillan.
Tremblay, P., & Gardner, R. C. (1995). Expanding the motivation construct in language learning. Modern Language Journal, 79(4), 505-518. DOI:10.1111/j.1540-4781.1995.tb05451.x
Ushioda, E. (1996). Developing a dynamic concept of L2 motivation. In T. Hickey & J. Williams (Eds), Language, education and society in a changing world (pp. 239-245). Clevedon: Multilingual Matters.
Ushioda, E. (1998). Effective motivational thinking: A cognitive theoretical approach to the study of language learning motivation. In E. A. Soler & V. C. Espurz (Eds.), Current issues in English language methodology (pp. 77-89). Castelló de la Plana, Spain: Universitat Jaume.
Ushioda, E. (2001). Language learning at university: Exploring the role of motivational thinking. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 91-124). Honolulu: University of Hawaii Press.
Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 215-228). Bristol: Multilingual Matters.
Ushioda, E. (2012). Motivation: L2 learning as a special case? In S. Mercer, S. Ryan & M. Williams (Eds.), Psychology for language learning: Insights from theory, research and practice (pp. 58-73). Basingstoke: Palgrave Macmillan.
Ushioda, E., & Dörnyei, Z. (2012). Motivation. In S. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 396-409). New York: Routledge.
Waninge, F., Dörnyei, Z., & de Bot, K. (2014). Motivational dynamics in language learning: Change, stability, and context. Modern language Journal, 98(3), 704-723. DOI:10.1111/j.1540-4781.2014.12118.x
Williams, M., & Burden, R. L. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.
Williams, M., & Burden, R. (1999). Students’ developing conceptions of themselves as language learners. Modern Language Journal, 83(2), 193-201. DOI:10.1111/0026-7902.00015
Williams, M., Burden, R., & Al-Baharna, S. (2001). Making sense of success and failure: The role of the individual in motivation theory. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 173-186). Honolulu: University of Hawaii Press.
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. Modern Language Journal, 86(1), 54-66. DOI:10.1111/1540-4781.00136
Yashima, T. (2009). International posture and the ideal L2 self in the Japanese EFL context. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self: Second language acquisition. Bristol: Multilingual Matters.