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ivation” refers to the directed effort individual learners make to learn the language. The effects of learners’ orientation are mediated by their motivation—that is, whereas orientation and achievement are only indirectly related, motivation and achievement are directly related.
2.2 Types of Motivation
Motivation involves the attitudes and affective states that influence the degree of effort that learners make to learn a second language. Since researchers define motivation from different views, various kinds of motivation have been identified: integrative, instrumental, social-group-identification, intrinsic, extrinsic, etc.
2.2.1 Integrative, Instrumental and Social-group -identification Motivation
One of the best-known studies of motivation in the second language learning was carried out by Robert Gardner and Wallace Lambert, who extensively studied foreign language learners in Canada, the USA and the Philippines in an effort to determine how attitudinal and motivational factors affect language learning success. Motivation was examined as a factor of a number of different kinds of attitudes. Two different clusters of attitudes divided two basic types of motivation: instrumental and integrative motivation. Integrative motivation may be defined as the desire to achieve proficiency in a new language in order to know about the other culture, participate in the life of the community that speaks the language. Learners wish to integrate themselves within the culture of the second language group, to identify themselves with and become a part of that society. It reflects a sincere and personal interest in the people and the culture represented by that community. An integratively motivated learner learns the second language in order to meet with, talk to , find about, and perhaps become like the speakers of the target language whom he both values and admires. Studies show that integrative motivation generally accompanied higher scores on proficiency tests in a foreign language. The conclusion from these studies was that integrative motivation may indeed be an important requirement or perhaps absolutely essential for successful language learning (cf. Wang 2000: 163).
Instrumental motivation may be defined as the desire to acquire a language as a means for attaining utilitarian goals such getting a job, furthering a career, reading or translating materials in target language, etc. instrumental motivation reflects the practical value and advantages of learning a new language. An instrumentally motivated person has limited interest in the people and the culture of the target language community. Some research evidence shows that students of English with higher instrumental motivation scored higher in tests of English proficiency. The more recent findings point out that there is no single means of learning a second language. Some learners in some contexts are successful in learning a language if they are integratively oriented and others in different contexts benefit from an instrumental orientation. The findings also suggest that the two types of motivation are not necessarily mutually exclusive. Second language learning is rarely motivated by attitudes that are exclusively instrumental or exclusively integrative. Most situations involve a mixture of each type of motivation. For the really important part of motivation in the act of communication itself, in the student’s effort to make his own is meaning clear (cf. 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。