Motivation

Abstract

This chapter begins with an overview of the ways motivation has been defined in both mainstream psychology and in the context of LLing, before going on to overview theories and approaches that have integrated the two fields. The socio-educational model incorporates four complex variables: motivation, integrativeness, attitudes towards the learning situation, and language anxiety. Since the emergence of the novel field of LLing motivation research, there has been significant integration of ideas between research conducted in this context and that carried out within mainstream motivation research. Robert Gardner’s social-psychological framework was seminal in that it “distinguished second language motivation research from the individual-cognitive perspectives then dominating mainstream motivational psychology”. Compared to the body of research investigating student motivation, there is a relative dearth of research investigating language teacher motivation across all fields of study. Significant biases can be found in the research aims and ideals of LLing motivation research.