Motivation, an influential factor for L2 Acquisition?

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 transfer and motivation

Research suggests that transfer and motivation are mutually supportive in creating an optimal learning environment. If the learner perceives what he is learning to be relevant and transferable to other situations, he will find learning meaningful, and his motivation to acquire the skill or knowledge will increase. Similarly, for transfer to take place, the learner must be motivated to do two things. First, he must be able to recognize opportunities for transfer (Prawat, 1989); second, he needs to possess the motivation to take advantage of these opportunities (Pea, 1988).

Teachers can observe circumstances under which learners acquire language and can make adjustments toward creating optimal learning conditions. In designing learning activities, the language teacher should remember that because language learning focuses on both the accuracy and appropriateness of application in various contexts of use, learners must be given opportunities to participate as language users in multiple contexts. These opportunities will result in learners' heightened motivation and awareness of the intricacies of language use, including Encourage learned to take ownership in learning. 

First, have learners take ownership of the learning assignment by letting them identify and decide for themselves relevant learning goals. This will motivate them to apply what they have learned to attain these learning goals. Promote international cognition or mindfulness to learning in various contexts.

second, learners must be able to practice language in multiple contexts in order to bridge domains and foster active abstraction of concepts learned (Bransford, et al. 1990). This will help learners recognize the relevance and transferability of different learning skills or knowledge. Increase authenticity of learning and goals.

Last but not least, learners should recognize a real need to accomplish learning goals that are relevant and holistic (rather than task-specific). This prepares them for the complexities of real-world tasks that require them to use language skills and knowledge that have to be continually transferred.

Who is winner

Krashen claims that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition. Low motivation, low self-esteem, and debilitating anxiety can combine to 'raise' the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition. In other words, when the filter is 'up' it impedes language acquisition. On the other hand, positive affect is necessary, but not sufficient on its own, for acquisition to take place.

motivation is perceived to be composed of three elements. These include effort, desire and affect. Effort refers to the time spent studying the language and the drive of the learner. Desire indicates how much the learner wants to become proficient in the language, and affect illustrates the learner's emotional reactions with regard to language study (Gardner 1982).

Gardner's Socio-Educational Model

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