Motivational Self-System To The English As A Foreign Language

Introduction

The purpose of this essay is to demonstrate the application of the L2 motivational self-system to the English as a foreign language (EFL) and English as a second language (ESL) contexts. More than ever, the English language has become a global means of communication. As a result, the non-English speaking countries, such as Korea and Saudi Arabia, have encouraged students to learn English. Motivation has been cited as a major factor that determines the mastery and acquisition of the English language. While in most cases EFL and ESL are used interchangeably, there are a few distinctions, mostly based on the sources of motivation to learn the language. Dornyei (2009) advanced the L2 motivational self-system theory in an attempt

English is considered important in enhancing communication at the global level, passing exams, traveling and working abroad, and gaining a higher social status. The motivation to learn ESL explains why most of the students gain proficiency. In the countries where English is considered a second language, learning the language is almost mandatory. Students in countries where English is a second language have an upper hand in gaining communication skills and competency. As aforementioned, students have an environment that fosters practicing of the skills acquired in the classroom. In other words, the integrativeness aspect is enhanced, since the English language is institutionalized. For instance, job interviews are conducted using the English language. Candidates who are unable to express themselves effectively may miss significant opportunities. Therefore, students are motivated to learn English because of the utilitarian aspect. The English language is considered necessary, not only in passing exams, but also in determining one’s future

As shown above, students who perceive English as being a foreign or second language require motivation to become proficient speakers of the language. While many factors determine mastery of the English language, motivation has been seen to play a significant role. The only difference between the EFL and ESL is the perception on the utilitarian of the English language. In the ESL countries, learning the English language is mandatory, especially in the secondary and primary levels of education. The English language in considered an integral part of day-to-day activities and communication. As mentioned above, the language has been institutionalized, making it a formal language in communication. The same cannot be said for the EFL context. The study of English is mostly used to enhance one’s ability to pass exams. The language is not used in many social institutions. As a result, the growth and development of English communication skills are hampered. As mentioned before, most of the students speak the language only in the classroom. The integrativeness factor is limited in the EFL environments. The mentioned distinctions demonstrate why ESL students are more likely to be more proficient in the English language compared with their EFL