Motivation Essay

Teaching and learning a second language, like all other forms of learning, is based on a variety of factors. There are various factors to consider when learning a second language, especially English as a foreign language. Al-Ghamdi (1), on the other hand, contends that inspiration is often singled out as the most important element in the overall phase of language acquisition. Motivation has been widely explored by scholars such as Gardner and Dornyei in terms of its relation to second language acquisition. Their main emphasis has been on how it affects a learner’s success in the second language and the learning process. Motivation refers to the internal state that arouses, directs, and maintains behavior (Babaee 1-7). In learning the second language, it is the attempt as well as the yearning to learn a second language together with possessing an affirmative attitude towards learning it. Motivation is well thought-out as a critical constituent of the accomplishment of any objective. It is, therefore, a crucial element that carries with it a constructive stimulus in any informative learning course particularly in second language acquisition.

Importance of Motivation in Learning English as a Second Language

English can prove complex when taught in a foreign language setting. This is particularly so in cases where reliable contribution may not be at hand outside the classroom. Consequently, it calls for a language learner’s motivation to be high since determination and persistence are vital in dealing with the stress of a difficult language. Even so, a second language is something that is not native to anyone. This is why the determination to learn a second language ought to be complemented by motivation regarding the same. Fundamentally, motivation is a necessity whereby its deficiency hampers the learning process (Al Othman and Shuqair 123). Without it, a learner cannot perform nor successfully learn English as the second language and any other language for that matter. In other words, motivation makes the purpose and desire to learn the second language clearly visible.

Researchers widely believe that the success of learning a second language trickles down to the significance of motivation. This is attributable to the fact that the deficiency of ample motivation makes it hard for even learners with the most remarkable aptitudes to realize their long-standing goals. This is to say even with good instruction and appropriate curricula of teaching English, it might not be enough to guarantee success. Learners are thus required to have a degree of motivation to grasp the tenets of English as their second language successfully. Besides, Al Othman and Shuqair (124) notes that it is through motivation that one becomes as successful language communicator because it makes them self-confident. Furthermore, motivation makes learners learn regardless of them having fulfilled a specific goal persistently.

Goals are central to the instructing and learning of English as the subsequent language. Goals tend to reinforce the purposes and reasons that a learner perceives from the second language acquisition (Al-Ghamdi 2). Locke and Latham developed the goal-setting theory to support its significance in the study of motivation and the learning of a second language. According to the theory, learners of a second language must have goals to guide them through since the human action is instigated by resolve. Besides, for any exploit to take effect, goals or targets are predetermined and pursued willingly. While aims and motivation are intertwined, they affect the second language acquisition by a learner, the energy expended, strategies deployed and duration taken to learn.

Creating an effective second language learning process is a perplexing task that is influenced by several internal and external factors in the context where it is established. The acquisition of proficiency in the English language relies on intrinsic and extrinsic motivation of the teachers and the learners alike. Learners and teachers are among the crucial aspects that contribute to the success of conveying the second language in any institution. Whereas motivation levels and attitudes toward English as a second language are modest, they neither hinder English language acquisition nor create the most excellent environment for the learning of the English language.

Self-determination theory is yet another influential theory concerning motivational psychology (Dornyei). Deci and his associates developed the theory and asserted that being self-determining denotes to the experiencing a sense of choice in instigating and regulating one’s own actions. A distinction is made by the theory regarding the types of motivation which are intrinsic and extrinsic. The ultimate objective is to relate to the significance of motivation when it comes to learning English as a foreign language.

Doing something because it is inherently enjoyable and interesting enhances the success of achieving the purpose. This means that intrinsic motivation has an important role to play in learning a second language such as the English. Al-Ghamdi (3) asserts that intrinsic motivation can be referred to as the aspiration to do something for the reason that it is worthwhile. This in turn has a positive influence on the second language learners based on their internal desire in a high-quality creativity and learning (Babaee 1-7). Therefore, intrinsic motivation permits learners to engage with the task of learning the second language and relating to people in a good way. Even so, this type of motivation brings about an active engagement, involvement and commitment to interesting activities pertaining to the second language acquisition. Thus, intrinsic motivation facilitates the continued self-determination and an individual’s interest in the quest to learn English. Moreover, it provides the satisfaction of being involved in the task of learning a non-native language.

Developed in 1963 by Lambert, social psychological model underlines the cognitive aspects such as language abilities, intelligence and affective variables like attitudes and motivation (Masgoret and Gardner 167-210). In a quick brush, Lambert postulates that the level of second language acquisition by an individual relies on their motivation, ethnocentric predispositions and attitude to the language. Therefore, motivation is one of the indispensable ingredients of a successful second language learning just as much as is its contribution to an individual’s determination to learn the language.

Similar to the effect of goals, extrinsic motivation provides the willingness that is crucial to the learning of English as the second language. Learners and perhaps even teachers become relentless in the pursuit of the second language proficiency because of the benefits attached to it (Rehman et al. 254-258). For instance, a teacher will be persistent with the intent of the leaners to attain English proficiency because by doing so they may obtain a good position or promotion. On the other hand, a student may be enticed by the prospects of getting a well-paid job or passing the English test as a result of their relentless determination to learn the second language. Put differently; there are external factors that motivate learners to achieve a particular objective concerning their learning of the second language.

It is worth noting that successful learning of the second language and English, in particular, is stimulated by both intrinsic and extrinsic motivation. Therefore, the discussed types of motivation are a crucial component of the learning process and are undoubtedly linked to each other. A review of several studies reveals the relevance of self-determination theory to educational settings. One’s self-determination is shaped by autonomy and intrinsic motivation which leads to desired instructive results that are valuable to both individuals and the society.

In the study of advanced German students of English registered at the University of Reading, Lennon (1993) considers motivation as the greatest significant aspect that influences the continued development of oral adeptness. As such, motivation has been the point of concern for a lot of studies. Gardner provides a valued underpinning regarding the motivation of the learners to gain proficiency in the second language (Masgoret and Gardner 167-210). He asserts that the orientation of the learner’s motivation can either be instrumental or integrative. In integrative, the language is acquired as a result of the wish to relate and fit in the community associated with the language as opposed to an objective in itself. Put differently, orientation can entice a beginner to study a second language. Besides, instructors can as well familiarize and motivate learners to fathom the need for them to learn a second language like English.

The creation of awareness concerning the significance of motivation might inspire second language instructors to facilitate a conducive environment for learners in diverse ways. Teachers ought to praise their students for their own accomplishments in the process of learning English (Babaee 1-7). What should be avoided at all costs is the comparison of the second language learners to their peers. Praising good performance tends to build a collaborative as opposed to a competitive atmosphere where learners can study from their competent peers. Learner’s motivation tends to increase as a result since their anxiety level is lowered with such collaboration.

How learners perceive their teacher’s mode of teaching enables them to bring out meaning from whatever is being communicated. For instance, when instructors appropriately use gestures learners may relate the meaning of English as a foreign language and thus motivate them positively. Accordingly, for the ultimate success of the second language acquisition, motivation is not only an indispensable constituent but a necessary factor that should be promoted by instructors as well. It is the element necessary for a seamless and emcouraging learning process.

Conclusion

The recognition of the interplay between the acquisition of English as the second language and motivation is not just crucial to the learners but also parents, teachers and the material developers in educational settings. A review of recent literature on the role of motivation in second language acquisition underlines the relationship between goal setting, self-determination, motivation and second language proficiency. It is evident that their interrelation can make learners more responsible for their learning of English as the second language, enhances their satisfaction and enjoyment of the learning process and the attainment of that which would be self-rewarding to them. Furthermore, the discussion has detailed the significance of motivation in learning a second language especially with learners who are dependent on their instructors for guidance.

Works Cited

Al Othman, Fadel H.M., and Khaled M. Shuqair. “The Impact of Motivation On English Language Learning In The Gulf States.” International Journal of Higher Education 2.4 (2013): 123-130. Web.

AL-GHAMDI, AHMED M. “The Role Of Motivation As A Single Factor In Second Language Learning.”ARECLS 11 (2014): 1-14. Print.

Babaee, Naghmeh. “Motivation In Learning English As A Second Language: A Literature Review.” Canadian Journal for New Scholars in Education 4.1 (2012): 1-7. Print.

Masgoret, A.-M., and R. C. Gardner. “Attitudes, Motivation, And Second Language Learning: A Meta-Analysis Of Studies Conducted By Gardner And Associates.” Language Learning 53.S1 (2003): 167-210. Web.

Rehman, Abdur et al. “The Role Of Motivation In Learning English Language For Pakistani Learners.”International Journal of Humanities and Social Science 4.1 (2014): 254-258. Print.