Motivation, an influential factor for L2 Acquisition?

Recent research looks at how instructional contexts also affect motivation. A learner's motivation may vary from day to day and even from task to task ( Kormos, 2000). Using varied and challenging instructional activities  can help learners stay focused and engaged in instructional content. Research examining how to improve learner motivation suggests that social factors (e.g., group dynamics, learning environment, and a partner's motivation) affect a learner's attitude, effort, classroom behavior, and achievement). Therefore, teachers should create an environment that is conducive to learning by encouraging group cohesion in the classroom. Pair and group work activities can provide learners with opportunities to share information and build a sense of community (Florez & Burt, 2001).

Research also suggests that teachers cultivate opportunities that continue to stimulate language use when learners are not in class  Noels, 1994). Project work provides learners with a bridge between practice in and outside of class. In addition, projects provide opportunities for learners to work with others to accomplish tasks, using English in real-life situations (Moss & Van Duzer, 1998).

Research on the relationship between motivation and second language acquisition is ongoing. Current research looks at instructional practices that teachers use to generate and maintain learner motivation and strategies through which learners themselves take control of factors that have an impact on their motivation and learning, such as lack of self-confidence, change of goals, or distractions  Noels, Clement, & Pelletier, 2003).

What is the role of interaction in SLA?

Another area of SLA research focuses on how interaction contributes to second language acquisition. Interaction refers to communication between individuals, particularly when they are negotiating meaning in order to prevent a breakdown in communication (Ellis, 1999). Research on interaction is conducted within the framework of the Interactive Hypothesis, which states that conversational interaction "facilitates [language] acquisition because it connects input [what learners hear and read]; internal learner capacities, particularly selective attention; and output [what learners produce] in productive ways" (Long, 1996, pp. 451-452). Interaction provides learners with opportunities to receive comprehensible input and feedback (Gass, 1997; Long, 1996; Pica, 1994) as well as to make changes in their own linguistic output (Swain, 1995). This allows learners to "notice the gap" (Schmidt & Frota, 1986, p. 311) between their command of the language and correct, or target-like, use of the language.

A person's motivation behind learning a second language (L2) and the views she holds regarding the L2-speaking community both come into play in speed of SLA and degree of proficiency achieved. Integrative motivation is more helpful in SLA and proficiency because there is more desire for interaction with the community and the language that helps acquisition.  Those students with mainly instrumental motivation are less likely to seek out situations where there language skills will be needed and will be improved, like social occasions in the L2 community, readings in the L2, or friends in the L2 community.

   Many studies have ignored this fact and have tried to attribute too much weight to one factor, while others have undoubtedly affected the outcomes. Since single factors and how they affect acquisition cannot be completely isolated, research should be concentrated on the outcomes of certain teaching techniques. They will not be universally applicable, but will help to eliminate less effective or damaging techniques. This area of teaching will be increasingly important as our world continues to become more bilingual and multilingual.

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