Exploring Foreign Language Learning Motivation

Research Article
Open access

Exploring Foreign Language Learning Motivation

Xuanming Cao 1 , Jiayi Tian 2* , Keyi Wang 3 , Lan Wang 4
  • 1 Department of Chingwen, Jiangsu Normal University, Shanghai Road, Xuzhou, China    
  • 2 Department of international business, Missouristate University, Springfield, United States    
  • 3 Department of Russian, Beijing Foreign Language University, No.2North xisanhuan Avenue, Beijing, China    
  • 4 Department of Spanish, University of International Business and Economics, No.10 Huixin East Street, Beijing, China    
  • *corresponding author jt433s@login.missouristate.edu
CHR Vol.3
ISSN (Print): 2753-7072
ISSN (Online): 2753-7064
ISBN (Print): 978-1-915371-29-4
ISBN (Online): 978-1-915371-30-0

Abstract

Motivation is crucial for second language (SL) learners. Motivation is an important factor in second foreign language learning. It alludes to a psychological propensity for learning foreign languages. The motivation of second language learners is examined in this work by categorizing motivation, outlining the motivational variables in L2 learning, and concentrating on the various motivational types. This paper divided second language motivation (SLM) into four parts: Internal and external motivation; Integrative and instrumental motivation; General motivation and specific motivation and other motivations. Finally, the paper draws on some recent ideas about the nature of the concept.

Keywords:

Learning motivation, L2, SLM

Cao,X.;Tian,J.;Wang,K.;Wang,L. (2023). Exploring Foreign Language Learning Motivation. Communications in Humanities Research,3,841-846.
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References

[1]. Ng, C. F., & Ng, P. K. (2015). A review of intrinsic and extrinsic motivations of ESL learners. International Journal of Languages, Literature, and Linguistics, 1(2), 98-105.

[2]. X. Wu, "Intrinsic motivation and young language learners: The impact of the classroom environment," System, vol. 31, no. 4, pp. 501-517, 2003.

[3]. Ng, C. F., & Ng, P. K. (2015). A review of intrinsic and extrinsic motivations of ESL learners. International Journal of Languages, Literature, and Linguistics, 1(2), 98-105.

[4]. Asadinik, D., & Suzani, S. M. (2015). A critical review of autonomous learning in L2 research: From theory to practice. Journal of Applied Linguistics and Language Research, 2(8), 41-56.

[5]. Dickinson, L. (1995) Autonomy and motivation: a literature review. Systems,23, 165-74.

[6]. Ng, C. F., & Ng, P. K. (2015). A review of intrinsic and extrinsic motivations of ESL learners. International Journal of Languages, Literature, and Linguistics, 1(2), 98-105.

[7]. Brophy, J., & Merrick, M. (1987). Motivating students to learn: An experiment in junior high studies classes. East Lansing, MI: Institute for Research on Teaching.

[8]. Eccles, J.S., Wigfield, A., Flanagan, C.A., Miller, C., Reuman, D.A., & Yee, D. (1989). Self-concept, domain values, and self-esteem: Relations and changes at early adolescence. Journal of Personality, 57, 283-310.

[9]. Okhee Lee (1996). Motivational Patterns Observed in Sixth-Grade Science Classrooms. Journal of Research in Science Teaching, 33(3):303 – 318

[10]. Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second-language learning. Rowley, MA: Newbury House.

[11]. Dörnyei, Z., & Kormos, J. (2000). The Role of Individual and Social Variables in Oral Task Performance. Language Teaching Research, 4(3), 275–300.

[12]. Csizér, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The modern language journal, 89(1), 19-36.

[13]. Dörnyei, Z., & Ushioda, E. (Eds.). (2009). Motivation, language identity and the L2 self (Vol. 36). Multilingual Matters.

[14]. Dörnyei, Z. (2009). The L2 motivational self-system. Motivation, language identity, and the L2 self, 36(3), 9-11.

[15]. Higgins, E. T. (1987). Self-discrepancy: a theory relating self and affect. Psychological Review, 94(3), 319.

Cite this article

Cao,X.;Tian,J.;Wang,K.;Wang,L. (2023). Exploring Foreign Language Learning Motivation. Communications in Humanities Research,3,841-846.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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About volume

Volume title: Proceedings of the International Conference on Interdisciplinary Humanities and Communication Studies (ICIHCS 2022), Part 1

ISBN：978-1-915371-29-4(Print) / 978-1-915371-30-0(Online)
Editor：Faraz Ali Bughio, David T. Mitchell
Conference website: https://www.icihcs.org/
Conference date: 18 December 2022
Series: Communications in Humanities Research
Volume number: Vol.3
ISSN：2753-7064(Print) / 2753-7072(Online)

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References

[1]. Ng, C. F., & Ng, P. K. (2015). A review of intrinsic and extrinsic motivations of ESL learners. International Journal of Languages, Literature, and Linguistics, 1(2), 98-105.

[2]. X. Wu, "Intrinsic motivation and young language learners: The impact of the classroom environment," System, vol. 31, no. 4, pp. 501-517, 2003.

[3]. Ng, C. F., & Ng, P. K. (2015). A review of intrinsic and extrinsic motivations of ESL learners. International Journal of Languages, Literature, and Linguistics, 1(2), 98-105.

[4]. Asadinik, D., & Suzani, S. M. (2015). A critical review of autonomous learning in L2 research: From theory to practice. Journal of Applied Linguistics and Language Research, 2(8), 41-56.

[5]. Dickinson, L. (1995) Autonomy and motivation: a literature review. Systems,23, 165-74.

[6]. Ng, C. F., & Ng, P. K. (2015). A review of intrinsic and extrinsic motivations of ESL learners. International Journal of Languages, Literature, and Linguistics, 1(2), 98-105.

[7]. Brophy, J., & Merrick, M. (1987). Motivating students to learn: An experiment in junior high studies classes. East Lansing, MI: Institute for Research on Teaching.

[8]. Eccles, J.S., Wigfield, A., Flanagan, C.A., Miller, C., Reuman, D.A., & Yee, D. (1989). Self-concept, domain values, and self-esteem: Relations and changes at early adolescence. Journal of Personality, 57, 283-310.

[9]. Okhee Lee (1996). Motivational Patterns Observed in Sixth-Grade Science Classrooms. Journal of Research in Science Teaching, 33(3):303 – 318

[10]. Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second-language learning. Rowley, MA: Newbury House.

[11]. Dörnyei, Z., & Kormos, J. (2000). The Role of Individual and Social Variables in Oral Task Performance. Language Teaching Research, 4(3), 275–300.

[12]. Csizér, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The modern language journal, 89(1), 19-36.

[13]. Dörnyei, Z., & Ushioda, E. (Eds.). (2009). Motivation, language identity and the L2 self (Vol. 36). Multilingual Matters.

[14]. Dörnyei, Z. (2009). The L2 motivational self-system. Motivation, language identity, and the L2 self, 36(3), 9-11.

[15]. Higgins, E. T. (1987). Self-discrepancy: a theory relating self and affect. Psychological Review, 94(3), 319.

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