Language motivational theory and its implication to the classroom

Abstract

The researchers believe that language motivation is a crucial factor in L2 learning. Motivation is a multi-facet concept that different researchers have studied at different times. The presented study overviews students’ English learning orientation from the perspective of various important L2 motivation concepts (from Gardner’s integrativeness/instrumentality to Dörnyei’s L2 motivational self system) and the notion of English as an international language. When looking through the history of language motivation research, language motivational research stages, namely a social-psychological research stage, a cognitive-situated stage, and the current stage, introduced by Al-Hoorie, are applied as the primary classification. The first stage covers the period between the 1970s and the 1980s with Gardner’s and Lambert’s theory exploring the elements of students’ motivation and their achievements, while the second stage overviews the late 1980s – the early 2010s with Curran’s communicative language learning, Lozanov’s suggestopedia, Asher’s total physical response, Gattegno’s silent way, and Krashen’s natural way introduced worldwide. The grammar approach was replaced by communicative language, where the teacher was viewed as a facilitator, activities manager, advisor, or co- communicator rather than a sole authority in the classroom. During this period, Dörnyei developed his conception of the L2 Motivational Self System, as well as the ideal L2 self was introduced. Such conceptual domains as L2 speaker, L2 language and L2 self were defined. The current stage, which started in the 2010s, does not highlight the leading topic in the issue under question. However, the relationship between teacher and student motivation remains relevant as well as the challenging reality of a classroom with multilingual and multicultural language learners is considered.