This framework placed an emphasis on contextual influences, and it categorized motivational factors in terms of learner-internal and external factors. Burden developed a framework of motivation in language learning as an attempt to summarize motivational factors relevant to L2 learning in the classroom setting.
The AMTB measures this variable by asking the individual to evaluate the teacher and the course in the educational context. This determines how much the educational context aids in improving L2 performance. Upon this transition, linguistic and non-linguistic outcomes emerge.
This meant that motivation played a bigger role in driving those people to learn an L2. Attitude toward learning situation  [ edit ] Contrary to integrativeness, the attitude towards learning situation accounts for the education context of L2 acquisition and the affective facts that correspond with it.
InGardner introduced three sub-measures namely the intensity, the desire to learn and the attitude towards learning to explain the motivation factor. Four key elements the learner sthe teacher, the task, and the context are outlined by this model as affecting the teaching-learning process as they interact with and act on each other.
In the linguistic component, learners tend to develop L2 proficiency and fluency, whereas in the non-linguistic outcomes, they undergo changes in attitudes towards the culture where the L2 came from. 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.
In the AMTB, it is measured by determining how anxious the learner feels when in the classroom or when using the language in general. It also accounts for the integrative orientation of the individual or the social and cultural reasons why the individual learns the L2.
After knowing the individual differences in L2 acquisition, it is important to consider the context of learning i. The socio-educational model[ edit ] R. Integrativeness  [ edit ] The integrativeness variable also known as the integrative motive reflect the cultural context of L2 learning as it attempts to measure how open a learner is to the other culture that primarily uses L2.
Motivation  [ edit ] Motivation, in the AMTB, is assessed through the combination of the desire to learn, attitude towards learning, and motivational intensity.AFFECTIVE VARIABLES IN SECOND LANGUAGE ACQUISITION H. Douglas Brown1 One specific area of potential research on egocentric factors in second language acquisition is that of the role of “ motivation” in language learning.
According to Ausubel (), one of the key. The Importance of Motivation in Second Language Acquisition International Journal on Studies in English Language and Literature (IJSELL) Page | and particularly young generations usually have some kind of positive feelings towards English.
Motivational variables in second language acquisition: A study of francophones learning English RICHARD CLEMENT, ROBERT C. GARDNER, AND PADRIC C. SMYTHE University of Western Ontario ABSTRACT The present study was conducted to assess the motivational characteristics of franco-phones learning English as a second language.
This approach to understanding motivational variables that promote success in the learning of a second or foreign language - distinguishing between language classroom motivation and language learning motivation - is a major one in the history of this field of research.
the study of motivation, which is the role it plays in second language acquisition (SLA). After this part, in section 6, I have directed my attention to some of the most important tools for measuring motivation in language learners.
It was also found that maximum prediction of success in second-language acquisition was obtained from tests of: verbal intelligence, intensity of motivation to learn the other language, students' purposes in studying that language, and one index of linguistic aptitude.Download