Conceptualizing Motivation in Foreign‐Language Learning*

TLDR

It was assumed that results from second‑language acquisition contexts are not directly applicable to foreign‑language learning situations. This study investigates the components of motivation in foreign‑language learning. A motivational questionnaire was administered to 134 English learners in Hungary to define integrativeness, instrumentality, and other motivational components. The study proposes a motivational construct comprising an Instrumental Motivational Subsystem, an Integrative Motivational Subsystem with four dimensions, Need for Achievement, and Attributions about Past Failures, and finds that the Instrumental Motivational Subsystem and Need for Achievement are especially important for achieving intermediate proficiency, while integrative motives drive further advancement.

Abstract

This study investigates the components of motivation in foreign‐language learning (FLL)–which involves learning the target language in institutional/academic settings without regularly interacting with the target language community. It was assumed that the results obtained from second‐language acquisition (SLA) contexts–those in which the target language is learned at least partly embedded in the host environment–are not directly applicable to FLL situations. Therefore a motivational questionnaire was developed and administered to 134 learners of English in Hungary, a typical European FLL environment, with the aim of defining the relevance and characteristics of integrativeness and instrumentality in FLL, as well as to locate other motivational components. Based upon the results, a motivational construct was postulated consisting of (1) an Instrumental Motivational Subsystem, (2) an Integrative Motivational Subsystem, which is a multifaceted cluster with four dimensions, (3) Need for Ach evement, and (4) Attributions about Past Failures. The results also indicated that in mastering an intermediate target language proficiency, the Instrumental Motivational Subsystem and Need for Achievement especially, play a significant role, whereas the desire to go beyond this level is associated with integrative motives.