In order to evaluate the issue under consideration, I will look at the recent research works and studies on L2 motivation as a second language (in a foreign environment) or foreign language (in a native English-speaking country). For the analysis of the problem, I have selected a few relevant documents to accumulate knowledge and to establish well-grounded theoretical context and conceptual framework for the paper. So this assignment can also serve as a comprehensive summary of the relevant studies which comprise, for example, Clé ment and Gardne, (2001), Dö rnyei (2001a, 2001c) and MacIntyre (2002).
Hence, instead of restating what has already been very well described in the articles and journals selected for the anthology, I have tried to evaluate the answers to the question under study from various standpoints, highlighting their importance and trying to establish the connections with other approaches to the problem. In trying to understand the acquisition of L2 as a language we need to see it not just as a subject, but as a deeply social and cultural event; this is what makes language learning different from other academic subjects (Dö rnyei 2001).
The elements of language learning as a subject include the understanding of lexical terms, vocabulary, and grammatical rules; whereas it is also socially bound, requiring the language learner to integrate several elements of the culture of the second language (Gardner 1979 and Williams 1994 cited in Dö rnyei 2001). L2 motivation researchers have widely supported this approach, which has led to the inclusion of social and cultural dimension in the language learning and studies. This has also introduced the concepts of multiculturalism, language globalization, power relations between different cultures and social groups in the study of L2 motivation. Students must have interest in and anticipate enjoyment in the language learning activity (Dö rnyei 2001).
This entails arousing the students’ curiosity and attention. They must be presented with challenging and satisfying aspects of L2 learning. Students must be able to connect L2 learning and hold it in high esteem. They must be made aware of the numerous activities that L2 learning could lead to and the benefits that could be achieved after learning L2.
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