Week #18
Motivational Factors
and Attributions
Second Language Acquisition
1
0. Outline
1. Defining motivation
2. Motivation and human needs
3. Learner orientations: integrative vs. instrumental
motivation
4. Learner orientations: intrinsic vs. extrinsic
motivation
5. The motivational grid
6. Resultative motivation
7. Attribution theory
8. Locus of control
2
1. Defining motivation
MOTIVATION is thought of as:
" an inner drive, impulse, emotion, or desire
that moves one to a particular action
" the choices people make as to what
experiences or goals they will approach or
avoid, and the degree of effort they will
exert in that respect
3
1. Defining motivation
In language-learning situations:
" the attitudes and affective states that
influence the degree of effort that learners
make to learn an L2
" the second strongest predictor of success in
the study of L2, after aptitude
4
2. Motivation and human needs
Social psychologist Abraham Maslow
(1970) put forth the concept of a
hierarchy of basic human needs.
5
2. Motivation and human needs
SELF-ACTUALIZATION
AESTHETIC
COGNITIVE
ESTEEM
BELONGINGNESS AND
LOVE
SAFETY
PHYSIOLOGICAL
6
2. Motivation and human needs
Cognitive psychologist David Ausubel (1978)
identified six needs underlying the construct of
motivation:
" the need for exploration
" the need for manipulation
" the need for activity
" the need for stimulation
" the need for knowledge
" the need for ego enhancement
7
2. Motivation and human needs
Methodologist H. Douglas Brown (2007)
believes that, like self-esteem, motivation
can be viewed as:
global situational task-oriented
8
3. Integrative vs. instrumental
motivation
In the 1970s and 1980s, the Canadian
psychologist Robert C. Gardner proposed
a distinction between instrumental and
integrative orientations of the L2 learner.
9
3. Integrative vs. instrumental
motivation
Instrumental motivation refers to a need to
acquire a language as a way to achieve
instrumental goals, such as:
" pursuing a professional career
" reading literature in the field
" translating
10
3. Integrative vs. instrumental
motivation
Integrative motivation is activated when the
learner wants to get integrated with the L2
speech community and culture  to identify
himself with and become a part of that
social group.
11
4. Intrinsic vs. extrinsic motivation
Learners who study for their own self-
perceived needs and goals are intrinsically
oriented.
Learners who pursue a goal exclusively to
receive an external reward from someone
else are extrinsically oriented.
12
5. The motivational grid
Motivational Taxonomy
INTRINSIC EXTRINSIC
Someone else wishes the
A L2 learner wishes to
L2 learner to know the L2
integrate with the L2
for integrative reasons
culture
(e.g., Japanese-American
(e.g., for immigration
parents send their children
or marriage)
to a Japanese language
school)
An external power wants
A L2 learner wishes to
the L2 learner to learn L2
achieve goals utilising
(e.g., a corporation sends
L2 (e.g., for a career)
a Japanese business
executive to the USA for
language training)
13
6. Resultative motivation
Research indicates that motivation is the
cause of L2 achievement.
However, it is also possible that
motivation is the result of learning.
14
7. Attribution theory
Attribution theory studies causes to
which learners assign their success
or failure.
15
7. Attribution theory
Behind one's performance in L2
there are factors within one's
control as well as those beyond
one's control.
16
7. Attribution theory
Attribution theory shows how
people make causal explanations
and what responses to questions
beginning with 'why' are given.
17
7. Attribution theory
It accounts for the behavioral and
emotional consequences of those
explanations.
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7. Attribution theory
Individuals vary in the way they
attribute causes to events.
19
7. Attribution theory
The four principal determinants of
success are:
ability
luck
task difficulty effort
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7. Attribution theory
These are analyzed in terms of:
stability and locus of control
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7. Attribution theory
ABILITY and TASK DIFFICULTY are
relatively unchangeable and are
therefore in the stability dimension.
22
7. Attribution theory
In contrast, EFFORT and LUCK are
unstable and subject to
modification.
23
8. Locus of control
LOCUS OF CONTROL
STABILITY Internal External
Task
Stable Ability
difficulty
Unstable Effort Luck
24
8. Locus of control
Graham (1994) adds further
traditional attributions:
mood family background
help hindrance from others
25
Thank you
for your attention
26


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