Critically evaluate Gardner and Lambert’s theory of instrumental and integrative motivation as a key influencing factor in Second Language Acquisition

During the past five months, I have worked with a group of ELL’s that are both motivated to achieve academically and to learn English as a second language. Plus, as the daughter of immigrants and as an English Language Learner, I know first hand that we are capable of achieving high academic standards. Therefore, I never believed the myths mentioned about ELL’s not being capable to achieve high academic standards nor did I believe that they are not motivated to learn. I did, however, believed that the best way for ELLs to learn the language was through exposure.

My research for this topic consisted of observations within different school districts in the Houston area, articles which exposed me to new ideas and a strong base of information from my own personal experiences. As an outcome of these research fountains, I will focus on three important points which come together in a student’s motivation and willingness to learn a foreign language. I will focus on the benefits

Many second language acquisition theories have been developed over the years. These theories examine the avenues in which second language is acquired and the avenues in which they are

There are various possible reasons for a person to learn English a second language. It could be to meet their job criteria, for a business purpose or it is their core subjects in their country to learn (Ahmed, 2015). English is becoming a well recognized and global language around the around the world. Ahmed (2015) stated that English has become an international language among the people. English is becoming a well recognized and global language around the around the world. He mentioned that English is beneficial to the students that want study in overseas such as UK, Canada, US or Australia where they learn everything in English. He also mentioned that people around the world using English for many purposes such as for the international business. Motivation is one of the mandatory abstract in psychology (Guilloteaux and Dornyei, 2008). They believed that the learners will no able to accomplish their goal without enough of motivation.

(3) Strategies of second language learning. Some of the rules in the learner’s interlanguage may result from the application of language learning strategies ‘as a tendency on the part of the learners to reduce the target language (TL) to a simpler system’

Previous research has shown that there is a correlation between learner’s achievement in mnlanguage and teachers’ use of the target language (Carroll, 1975, Wolf, 1977). The maximum use of the target language may result in higher motivation as learners can realize how useful the knowledge of the target language is (MacDonald, 1993). Also, it brings about the benefits of language exposure and language gains (Inbar-Lourie, 2010). Cook (2001) also believes that the success of L2 learning depends on how learners are treated. Teachers have to provide learners with Opportunities and optimal samples for encountering the target language.

This article review is about the Digest, published in 1992, by Barry McLaughlin, which is based on Santa Cruz’s “Myths and Misconceptions about Second Language Learning: What Every Teacher Needs to Unlearn.” The digest discusses the myths and misconceptions about children and second language acquisition in five main points, trying to make teachers of second language learners avoid having unrealistic expectations of the process of children learning second language. There are five myths that are pointed out by the author.

Learning a new language can either be based on necessity or the willingness to learn a new language. Whether a student/adult care for the language or not, it is becoming very important in the process of obtaining a better job, or the need to learn a new culture. There are many concepts and ideas that go alongside the process of learning a new language. For that reason, this essay will try to explain through research why and how people learn English as a foreign language with the help of a former student.

In his article, “My and Misconceptions about Second Language Learning,” published in 1992, Barry McLaughlin listed five major myths and misconceptions held by the general public, or specifically by some second language teachers, as well as some contradictory viewpoints about second language learning held by different scholars. In his five main arguments, he puts specific emphases on his suggestions for second language teachers about second language teaching and learning to dispel these five myths and misconceptions. Though diverse and comprehensive, McLaughlin’s synthesis of relevant language teaching and learning studies does not provide enough connections among the sources he mentioned, and relevant viewpoints are repeated and overlapped.

It's undoubtedly true that motivation in second language acquisition ( SLA) hints to the learner's attempt and desire to learn a language and their attitude toward learning language (Dornyei, 1994) . Motivation is regarded as a vital element in the develop of any activity . It plays a pivotal role in obtaining the desired goals. Motivation in SLA has been crucially investigated in variety contexts such as (Feng & Chen ,2009; Wu & Wu, 2008;Melendy,2008; Wang,2007; Lamb, 2007). As the components believe motivating EFL students to develop in the target language is extremely complex. In many cases , these students confront with problems in learning English and they are often demotivated to learn .the inquiry in the field of motivation has triggered an intense controversy among

Krashen placed the variables affecting second language acquisition into three categories: motivation, self-confidence, and anxiety (Schutz, 1997). According to Kocher, motivation of an ESL student is “primarily connected with the desire to become part to the L2 speaking community (2013, pg. 14). This is primarily known as integrative motivation, an orientation that is socially and culturally oriented (Brown, 2014). Kocher outlines that motivation is often negatively impacted in a classroom setting due to embarrassment in messing up the second language (Kocher, 2013).

Learning a second language is something that numerous people have attempted to do throughout the years. The motivation for doing this, be it intrinsic or extrinsic, varies from student to student. Learning a second language becomes effective when teachers are able to identify students’ individual learning problems, apply diverse methods and approaches to solve them, and nourish students’ learning motivation.

Learning a new language can either be based on necessity or the willingness to learn a new language. Whether a student/adult care for the language or not, it is becoming very important in the process of obtaining a better job, or the need to learn a new culture. There are many concepts and ideas that go alongside the process of learning a new language. For that reason, this essay will try to explain through research why and how people learn English as a foreign language with the help of a former student.

Many theories have been put forward in the field of second language motivation to relate l2 learners’ goals to their motivational behaviors in learning the target language.

The study of motivation in the area second language (L2) acquisition has seen much attention by researchers over the past decades. There is a general consesus that motivation is the driving fource that enables learners to expend the sustained effort it takes to learn another language (GD 2008; Moskovsky, Alrabai, Paolini, & Ratcheva, 2013), and motivation gives the competetivie edge to leanrning (Moskovsky, Alrabai, Paolini, & Ratcheva, 2013). However