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 (Dörnyei 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 Dörnyei 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 (Dörnyei 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. The Aspects of L2 Learning Motivation in Saudi Arabia.
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