Why Are You Learning a Second Language? Motivational Orientations and Self‐Determination Theory

TLDR

The study aimed to validate a scale of intrinsic and extrinsic motivation for second‑language learning and to examine its relationship with the four motivational orientations proposed by Clément and Kruidenier. Using self‑determination theory, the authors assessed the scale’s reliability and validity and analyzed correlations between its subscales and the four orientations. Results confirmed the scale’s psychometric integrity, and the seven motivational subscales aligned with distinct orientations, underscoring the importance of intrinsic and extrinsic motivation in L2 motivation.

Abstract

As an initial step in extending Deci and Ryan' (1985) self‐determination theory to the investigation of motivation in second language (L2) learning, the first goal of our study was to assess the validity and reliability of a scale of intrinsic and extrinsic motivation for L2 learning. The second purpose was to examine the relations between these types of motivationand the four orientations discussed by Clément and Kruidenier (1983). The results generally supported the psychometric integrity of the scale. Moreover, the 7 correlated motivational subscales corresponded with different orientations. The results are discussed with reference to how intrinsic and extrinsic motivation are relevant to theorizing on the role of orientations in L2 motivation.