第二语言学习者的学习动机【摘要】学习动机在第二语言学习中占据着非常重要的作用，直接关系到学习者学习方法运用，以及能够达到的水平。
怎样更好地发挥学习动机的积极作用是一个值得深入探讨的问题。
【关键词】学习动机；第二语言学习；个体差异1. introduction.learners’ individual differences have long been recognized as crucial factors influence learners’ second language acquisition processes. motivation as one of the most outstanding individual differences has drawn a lot of research attentions, for its complex nature and its importance in language learning. it is believed that motivation is a significant factor that closely related to the language proficiencies that could be achieved (lightbown & spada, 2006, skehan, 1991).according to lightbown and spada (2006), a definition of motivation in sla should be interpreted from two aspects, which are learner’s communicative needs and their attitudes toward the second language community. moreover, motivation is specific to certain context, and is changeable under the influences of learners’ age, level, and the actual learningprocess (dornyei, 1994, skehan, 1991, kormos 2008, hiromori, 2009).2. current research limitations.2.1. limited participants and task type.one of the limitations exist in hiromori’s research (2009) and lambe’s (2004) research, as hiromori has noticed himself, is that the participants included are only students of one language level. only university students of the intermediate level are included in hiromori’s research, and 219 first-year high school students in lambe’s research. the single participant’s type might leads to the research findings not reliable and universal.2.2. limited research methods.research methods in all the three studies are mainly questionnaires, which are designed by the researchers themselves, thus tends to be not so much objective. skehan (1991) points out that the drawback of questionnaire is that it is constrained by the researcher’s perspective. therefore, there is the need to use variety kinds of research methods, which combines questionnaires, interviews, direct observations and action research, in order to get moreobjective and reliable data crookes and schmidt (1991).2.3. focus on the goal-linked motivation.according to crookes and schmidt (1991), most of the l2 motivation research tend to focus on motivations generated by goals. whereas there are motivations supported by other sources, such as motivation linked with task types, teaching materials, and teaching learning strategies, but those have received little research attentions. the ignored area makes the l2 motivation study less integrate, and also makes the l2 motivation theory inapplicable in the classroom, which students’ motivation are associated with various kinds of factors.2.4. focus on the explanation and interpretation of l2 motivation.the issue of how to motivate students, which is actually a crucial part of l2 motivation study, has not been fully explored (dornyei, 1994). research on l2 motivation are largely carried out to investigate motivation itself, generally from perspectives such as orientations, influential factors, or impacts, which makes the research not so much instructive for classroom teaching practice.3. future research3.1. the relationship between context and motivation.the contextual factors which have influences on the l2 motivation has been proved to vary in different situations. therefore, there is the need for future research to define the role of contextual factors and the relationship between context and motivation, in order to achieve a comprehensive understanding of the motivation-context links in a wider range, thus a universal instructive model of l2 motivation could be established ( dornyei, 1990, skehan, 1991).3.2. influential variables on l2 motivation.as what have been discussed above, one of the current research limitations is the focusing on goal-orientated motivation, whereas other factors both inside and outside the classroom might also be part of the causes for the generating and presentencing of l2 motivation (crookes & schmidt, 1991). according to skehan (1991), classroom factors such as materials, tasks, and general educational reward should be looked through in future research. again, dornyei (1994) argues that learners’ characteristics such asself-confidence or desire for achievement, and outsideclassroom factors such as parental supports all need to be considered with related to l2 motivation.3.3. study learners’ behaviors.as dornyei (2003) has pointed out that a gap between l2 motivation research and sla research, is that the former studies motivation through relating to language learning achievement, while sla research focus on the learners’behaviors in the language learning process. thus in order to better integrate the l2 motivation study with sla research, future research on l2 motivation should pay more attention to learners’ specific language learning behaviors, and to explore the influences of motivational factors on various learner behaviors in the l2 learning process, instead of merely focusing on the learning outcomes. in this sense, there are also the needs for research methods to be more direct and descriptive, such as direct observations and analysis of learner behaviors instead of answering designed questionnaires (crookes & schmidt, 1991).3.4. the interrelationship among individual factors.hiromori (2009) in his research article has noted that other individual differences such as learning style andaptitude might impact on the motivational process, for this reason, future research need to investigate how the other individual factors effect the relationship betweenpre-decisional phrase and the post-decisional phrase, and how those factors together with the motivational factors effect the whole language leaning process and outcome.4. implications for teaching4.1 analyze and adapted to students’ needs.as motivation is dynamic and may vary among individuals in different contexts, thus it is of great importance to understand the level, interests, learning difficulties and also learning experiences of the target learner. this could be done by classroom discussion, during which student could share their past l2 learning experiences, learning difficulties and also some successful learning strategies they have or know. and students could also write reflective journals of their l2 learning processes. after the students’needs and their individual differences have been understood, classroom teaching should be vary according to their needs in specific situation. gardner (2004) suggests that it would be necessary to vary teaching strategies and task types inorder to arouse students’ interests and suit for students with various motivations.4.2. adopt an intercultural approach to language teaching.students’ attitudes toward the l2 and l2 learning form a great part of their l2 motivations, thus classroom teaching should help students to develop a positive attitude toward the l2 culture which could be done through a intercultural language teaching approach, which aims at the promoting of positive attitudes toward language learning and different cultures (crozet & liddicoat, 1999). especially in the context where students have limited assess to contact with l2 speakers, classroom teaching could introduce the target culture by showing interesting films, books, music to promote students’ positive attitudes and interests toward the target language and culture.【reference】[1]crookes, g. & schmidt, r. w. (1991). motivation: reopening the research agenda. language learning. 41(4): 469-512.[2]dornyei, z. (1990). conceptualizing motivation in foreign-language learning. language learning. 40(1): 45-78.[3]dornyei, z. (1994). motivation and motivating in the foreign language classroom. the modern language journal. 78(3): 273-284.[4]dornyei, z. (2003). attitudes, orientations, and motivations in language learning: advances in theory, research, and applications. language learning. 53 (1): 3–32.[5]gardner, r. c. & lambert, w. e. (1972). attitudes and motivation in second language learning. newbury house publishers.[6]gardner, r. c, masgoret, a.-m, tennant, j. & mihic, l. (2004). integrative motivation: changes during a year-long intermediate-level language course. language learning. 54(1): 1–34.[7]heckhausen, h. (1991). motivation and action. berlin: springer-verlag.[8]hiromori, t. (2009). a process model of l2 learners’motivation: from the perspectives of general tendency and individual difference. system. 37: 313–321.[9]kormos, j. & csize’r, k. (2008). age-related differences in the motivation of learning english as a foreignlanguage: attitudes, selves, and motivated learning behavior. language learning. 58(2): 327–355.[10]skehan, p. (1991). individual differences in second language learning. studies in second language acquisition. 13: 275-298.。
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