Importance Of Motivation In Second Language Learning

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Motivation in second-language learning
From Wikipedia, the free encyclopedia
Second language (L2) refers to a language an individual learns that is not his/her mother tongue, but is of use in the area of the individual. It is not the same as a foreign language, which is a language learned that is not generally spoken in the individual’s area. In research on motivation, it is considered to be an internal process that gives behavior energy, direction and persistence in research (in other words, it gives behavior strength, purpose, and sustainability).[1] Learning a new language takes time and dedication. Once you do, being fluent in a second language offers numerous benefits and opportunities. Learning a second language is exciting and beneficial
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least likely to most likely), and on a 6-level Likert Scale (i.e. strongly disagree to strongly agree).[10] Different statements correspond to a certain variable (or main factor), and scores from those sets are added up to determine how much of that variable is influencing the language learning of the participants.[10] Like the model, however, the test has also been revised over the years. In Gardner’s review of the Socio-educational Model, he named the four overarching variables which are measured in the AMTB: (1) integrativeness, (2) attitude toward learning situation, (3) motivation and (4) language anxiety.[6] Other variables such as the instrumental orientation and parental encouragement in the AMTB are used in different settings or as…show more content…
While integrativeness and attitude toward the learning situation target each site of learning, motivation accounts for both contexts as well as the affective variables (i.e. individual differences) that influence the two contexts.
Language anxiety[6][edit]
In the AMTB, language anxiety is an affective variable, which corresponds to what the individuals feel when ‘performing’ the L2. In the AMTB, it is measured by determining how anxious the learner feels when in the classroom or when using the language in general.
Linguistic self-confidence[edit]
Clément and his associates investigated the importance of social contextual factors on L2 acquisition.[2] Of these social contextual factors, Dörnyei (2005)[2] argues linguistic self-confidence plays the most important role in motivation in learning a second language. Linguistic self-confidence refers to a person’s perceptions of their own competence and ability to accomplish tasks successfully.[11] This linguistic self-confidence is established through the interaction between the language learner and members of the language community, and strengthened based on the quality and quantity of these interactions.[11] In multi-linguistic communities, self-confidence fosters language learners’ identification with the language community and increases their willingness to pursue learning that language.[11]

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