International Journal of English Language and Translation Studies (Jun 2018)
Motivation for Second Language Learning with Reference to Lightbown and Spada’s (2001) Study: A Critical Review
Abstract
The purpose of this paper is to investigate the motivation for second language learning with reference to Lightbown and Spada’s (2001) study. Lightbown and Spada’s (2011) study first drew attention to a multitude of features associated with being an effective learner. In turn, the study assessed the available literature in such a way as to confirm or reject, by means of empirical evidence and clear reasoning, each of the elements on their list. Noteworthily, it is possible to divide the features that the authors highlighted into the following primary factors: firstly, motivation; secondly, personality; thirdly, aptitude; fourthly, intelligence; and finally, learner characteristics. In view of these, it is the aim of the present article to examine the motivation that underpins an individual’s decision to learn a second language (L2). Both the literature and the existing theoretical frameworks indicate that a clear correlation exists between motivational types, on the one hand, and motivational factors, on the other. Motivation is often associated with dropping eventually when it is present in the form of sustained motivation (i.e., motivation that persists only for the length of the course), intrinsic motivation, or falling self-efficacy perceptions, while contrastingly, notable achievements typically arise from integrative motivation. The literature is explicit regarding the fact that motivation must be accompanied by a learner’s active engagement, and in the context of L2 acquisition, the variables that affect the learning process-especially those which operate by means of impacting self-motivation-must be acknowledged (e.g., cross-cultural issues, the classroom’s social environment). Noteworthily, while strategic approaches can be capitalised on by educators to promote learning motivation, punishments and excessive corrective measures adversely affect motivational levels. Context-specific issues should always be borne in mind throughout the process of L2 teaching and learning within the classroom.
