Motivation as a Contributing Factor in Second Language Acquisition
Jacqueline Norris-Holt


This paper explores Gardner`s socio-educational model and the significance of motivation as a contributing factor in second language (L2) acquisition. Motivation is defined as the learner`s orientation with regard to the goal of learning a second language. Motivation is divided into two basic types: integrative and instrumental. Integrative motivation is characterised by the learner`s positive attitudes towards the target language group and the desire to integrate into the target language community. Instrumental motivation underlies the goal to gain some social or economic reward through L2 achievement, thus referring to a more functional reason for language learning. Both forms of motivation are examined in light of research which has been undertaken to establish the correlation between the form of motivation and successful second language acquisition. Motivation in the Japanese EFL context is then discussed and studies which have been conducted in the field investigated.
Gardner`s Socio-Educational Model
The work conducted by Gardner in the area of motivation was largely influenced by Mowrer (1950, cited in Larson-Freeman and Long 1994), whose focus was on first language acquisition. Mowrer proposed that a child`s success when learning a first language could be attributed to the desire to gain identity within the family unit and then the wider language community. Using this as the basis for his own research Gardner went on to investigate motivation as an influencing factor in L2 acquisition.
Before examining the effect of motivation on second language learning it is first important to realise that it is one variable, which, combined with other factors, influences a learner`s success. Gardner (1982), in his socio-educational model, identified a number of factors which are interrelated when learning a second language. Unlike other research carried out in the area, Gardner`s model looks specifically at second language acquisition in a structured classroom setting rather than a natural environment. His work focuses on the foreign language classroom. The model attempts to interrelate four features of second language acquisition. These include the social and cultural milieu, individual learner differences, the setting or context in which learning takes place and linguistic outcomes (Gardner 1982).
The social or cultural milieu refers to the environment in which an individual is situated, thus determining their beliefs about other cultures and language. It is these beliefs which have a significant impact on second language acquisition. An example of this can be seen in the monocultural setting of Britain, where many believe it is not necessary to learn another language and that minority groups should assimilate and become proficient in the dominant language of the country. The same can be said of many other predominantly monocultural communities throughout the world. However, in other countries such as Canada, bilingualism and biculturalism, are often encouraged within society (Ellis 1997). Gardner (1979, cited in Skehan 1993) suggests that expectations regarding bilingualism, combined with attitudes towards the target language and its culture, form the basis of an individual`s attitude towards language learning.
The second phase of Gardner`s model introduces the four individual differences which are believed to be the most influential in second language acquisition. These include the variables of intelligence, language aptitude, motivation and situational anxiety (Giles and Coupland 1991). Closely interrelated with these variables is the next phase of the model, referred to as the setting or context in which learning takes place. Two contexts are identified, namely formal instruction within the classroom and unstructured language acquisition in a natural setting. Depending upon the context, the impact of the individual difference variables alters. For example, in a formal setting intelligence and aptitude play a dominant role in learning, while exerting a weaker influence in an informal setting. The variables of situational anxiety and motivation are thought to influence both settings equally.
The final phase of the model identifies linguistic and non-linguistic outcomes of the learning experience. Linguistic outcomes refers to actual language knowledge and language skills. It includes test indices such as course grades or general proficiency tests. Non-linguistic outcomes reflect an individual`s attitudes concerning cultural values and beliefs, usually towards the target language community. Ellis (1997) reasons that individuals who are motivated to integrate both linguistic and non-linguistic outcomes of the learning experience will attain a higher degree of L2 proficiency and more desirable attitudes.
Within the model, motivation is perceived to be composed of three elements. These include effort, desire and affect. Effort refers to the time spent studying the language and the drive of the learner. Desire indicates how much the learner wants to become proficient in the language, and affect illustrates the learner`s emotional reactions with regard to language study (Gardner 1982).
Integrative Motivation
Motivation has been identified as the learner`s orientation with regard to the goal of learning a second language (Crookes and Schmidt 1991). It is thought that students who are most successful when learning a target language are those who like the people that speak the language, admire the culture and have a desire to become familiar with or even integrate into the society in which the language is used (Falk 1978). This form of motivation is known as integrative motivation. When someone becomes a resident in a new community that uses the target language in its social interactions, integrative motivation is a key component in assisting the learner to