金沢真弓

11吉備国際大学研究紀要（人文・社会科学系）
第25号，11−17，2015

外国語学習における動機づけ―外国語学習意欲を高めるストラテジー―
金沢 真弓
Motivation in the Second Language Learning―Motivational Strategies in the Classroom―
Mayumi KANAZAWA
Abstract
Motivation is the most important factor in second language acquisition. It is also one of the greatest challenges
instructors face. The most difficult part of motivating students is trying to understand what motivates specificindividuals who seem uninterested in learning. Even if the students are provided a great learning environment withthe latest language learning equipment, attractive curriculum and the prominent faculty, it would all be uselesswithout the students’ positive attitude towards language learning. What can teachers do to motivate them to work?
Some language learners are motivated extrinsically, others are motivated intrinsically. It is important that teachers
have to experiment and try various approaches. Teachers should also consider developing autonomous language
learning behavior. The purpose of this paper is to provide instructors with a general understanding of student
motivation from a psychological perspective and suggest some strategies to help motivate students in the classroom.
Key words ： Second Language Learning, motivation, learning strategy
キーワード ：第二言語習得、動機、学習方略

Introduction

second language acquisition. Gardner defined motivation in
his social-psychological model as “the combination of effort

Motivation is one of the essential factors in the field of

吉備国際大学外国語学部〒700-0931 岡山県岡山市北区奥田西町5－39

Kibi International University
5-39 Okuda-Nishimachi, Kita-ku, Okayama, Japan (700-0931)

plus desire to achieve the goal of learning language plus

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外国語学習における動機づけ―外国語学習意欲を高めるストラテジー―

favorable attitude toward learning the language.” It seems

intrinsic motivation-knowledge, which is the motivation forthat motivation is some kind of internal drive that encourages

doing an activity for the feelings associated with exploring

somebody to pursue a certain thing. If there is something we

new ideas and developing knowledge. The second part iswish to achieve and if the goal is sufficiently attractive, we

intrinsic motivation-accomplishment, which refers to thewill be strongly motivated to reach the goal. There are alsosensations related to attempting to master a task or achieve avarious external influences, such as teachers, learninggoal. The third part is intrinsic motivation-stimulation, which

environment, examinations and so on.

In terms ofrelates to motivation based simply on the sensations

motivation in Second Language Acquisition, I would like tostimulated by performing the task, such as appreciation orsee what factors are most effective at increasing thefun and excitement.

motivation of our learners.

Extrinsic motivation is motivation for specific reasons. An
extrinsically motivated student studies in order to receive

What is motivation?

some reward, grades and praise, sometimes to avoid apunishment. In the field of education, three levels of extrinsic

Motivation is complex. The term ‘motivation’ is a broad

motivation have been distinguished (Vallerand, 1997;

concept that cannot easily be defined. Gardner and LambertVallerand et al., 1989, 1992, 1993). From the lowest to(1972) suggested that language learning motivation can behighest level of self-determination, these are: (1) External

divided into two types. They are integrative motivation andregulation. (2) Introjected regulation, (3) Identified regulation.

instrumental motivation. Integrative motivation is defined asExternal regulation is defined as those activities that are

the desire to integrate successfully into the target language

determined by sources external to the person, such ascommunity. Instrumental motivation is defined as the desire

tangible benefits or costs. Introjected regulation is moreto learn language for a specific purpose, such as employment

internalized into the self-concept. Some students do activities

or examinations. Deci and Ryan (1985) classified motivation

due to some type of pressure. Identified regulation is theinto intrinsic and extrinsic motivation. Intrinsic motivation ismost self-determined form of extrinsic motivation. At thismotivation from within the student (Lumsden, 1994). An

level, individuals invest energy in an activity because they

intrinsically motivated student studies because he/she wants

have chosen to do so. Students carry out the activity because

to study. The material is interesting, challenging andof its importance for achieving a valued goal. Dornyei

rewarding, and the student receives some kind of satisfaction(1994a) proposed a three-level categorization. They arefrom learning. According to Deci and Ryan, intrinsic

language level, learner level and situational level.

motivation is founded upon innate needs for competence andself-determination. They hypothesize that when people are

Interest and goal-setting

free to choose to do an activity, they will try interesting andchallengeable things. By striving to meet the challenges, they

Most learners are eager to learn because human beings aredevelop a sense of competence in their abilities. Vallerandnaturally curious. Interest is a powerful factor in facilitating aand his colleagues (Vallerand, 1997; Vallerand, Blais, Brierelearner’s motivation. Investigations focusing on individual& Pelletier, 1989; Vallerand et al., 1992, 1993) proposed ainterest have shown that children, as well adults, who arethree-part taxonomy of intrinsic motivation. The first part isinterested in particular activities or topics pay closer attention,

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persist for longer period of time, learn more and enjoy their真弓

13students’ self-efficacy for obtaining the goal.

involvement to a greater degree than individuals without
such interest (e.g., Ainley, 1994m 1998, Prenzel, 1988;

Teacher’s role

Renninger, 1987, 1990, 1998; Schiefele, 1991, 1996).
How we can maintain learner’s interesst in the language

Teachers can effect learning in a range of ways, whichlearning process? Variety is crucial. A variety of activities

including teaching learners how to learn, raising theirhelps keep learners’ attention and also if these activities areconfidence and a personal interest, motivating, enhancing

relevant to their own lives, it would be even more effective.

self-esteem, and organizing an appropriate learning

Stephen A. Sadow suggests “Concoctions”, which is a styleenvironment. I believe that learners are profoundlyof small group and paired activities. Paired and groupinfluenced by their teachers.

activities become indispensable tools for teaching students

1.

how to use language and how to develop thinking skills.

Appropriate teacher behavior and a good relationshipwith the students.

However, it is sometimes difficult for false beginners to do

Teacher behavior makes a powerful motivational tool which

so as their language ability is not good enough to use thehas been confirmed by Dornyei and Csizer’s (1998) study oflanguage. Teachers should make sure to give them an

Hungarian teachers of English. Motivational teacher

appropriate activity that they can handle. In addition, giving

influences are various. The rapport with the students helps tothe learners a chance to choose topics that they are interested

persuade and/or attract them to engage in on-task behaviors.

in will empower them and help them develop a sense of

A key factor is to establish relationships of mutual trust andautonomy. Learners’ motivation is increased as they feel that

respect with the learners (Alison, 1993). The first thing

they have control of their learning outcomes.

teachers should do is learn students’ names as fast as possible.

Setting appropriate goals is another important part ofTeachers should also try to find opportunities to talk withmotivating learners. However, the concept of a ‘goal’ islearners on a personal level and let them know theircomplex. Cognitive psychologists make a distinction

individual effort is recognized. Another factor is enthusiasm.

between two types of goal orientation, which are described

A teachers’ enthusiasm greatly influenced the sense ofas performance vs mastery goals (Ames, 1002). People try

excitement in a class. If the teacher appears bored andhard to reach goals if they feel they are attainable. Their

uninterested in the course, the learners will most likely

choices of goals reflect both their beliefs about their ability

respond to that negative energy and attitude by duplicating it.

and intelligence. Locke and Lathan’s (1990) goal-setting

Being excited about the content and presenting thetheory has been widely used. Pintrich and Schunic (1996)

information and activities in an organized and interesting

offer four main principles, based on that theory, that can beway will maintain learners’ attention.

applied in the classroom setting.

investigated the relations between perception of teachers’

1.

Goals should be clear and specific.

communicative style and students’ motivation. The results

2.

Goals should be challenging and difficult, but notsuggested that the teachers’ behavior affects the students’outside the range of students’ capabilities.

generalized feelings of autonomy and competence. That is,3.

Both proximal and distal goals should be set.

the more the teacher was perceived as controlling, the less4.

Teachers should provide feedback that increases

the students felt they were learning the language

Noels (2001)

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外国語学習における動機づけ―外国語学習意欲を高めるストラテジー―

spontaneously and the lower the students’ intrinsic

achieve their goals. A teacher’s role could be defined as

motivation (Noels, 2001). In contrast, the more the teacher

counseling. The definition of counselor is; a person whose

was perceived as being actively involved in students’

job is to give advice to people who need it. Counsel is advice

learning by giving informative praise and encouragement,

to someone which is based on a lot of experience or serious

the more the students felt competent in learning the language.

thought. If you counsel someone, you give them advice,(Noels, 2001).

especially about a problem, as part of your job. (Collins2.

Cobuild English Language Dictionary)

A supportive atmosphere in the classroom

Teachers should be aware of the fact that student anxiety isIdeally, a teacher is able to make time to talk to the learnercreated by a tense classroom atmosphere. Teachers should

individually and find out what his/her problem in language

also promote social exchanges for learning among peers.

learning is, and suggest how to solve or improve it. I would

Class interaction is more lively when the conversation

like to suggest that the teachers prepare a kind of ‘counselingbroadens beyond just the teacher and one student in the class.

form’ (attached) for each student.

It encourages students to express their ideas and opinions.

First, teacher lets the learner know his/her weaknesses in

Teachers should make it explicit that they are interested inlanguage learning.

the students’ success and are available to support themSecond, there should be a discussion to set short-term goals.

whenever they need.

Third, the learner should make a commitment to what they3.

will do until next session. The teacher should make theFeedback ( = encouragement )Students want to be recognized to be recognized for the hardlearner fill out the prepared form with the goals they set forwork and effort they have made in their classes. Feedbackthemselves. I believe that having a discussion with thecan be given by means of praise, or by any relevantteacher and the action of writing their own commitments willcomment or action.

raise their consciousness of learning language.

quicklywith

In addition, returning assignments

positive comments

will

let students

acknowledge the teachers’ attention for their work and effort.

How to use the form

If students don’t receive any feedback on their work, it isoften difficult for them to know whether or not they are fully

1.

Set the day and time (about 20-30 minutes)

meeting the teachers’ expectations and learning the material.

2.

Counselor should prepare the form and fill in thenecessary information.

Furthermore, if the students are not given an explanation as
to why something was wrong or not instructed in the right3.

and B questions.

direction by their teachers, students may not make any
additional effort to succeed. If feedback provides information

4.
5.

Teacher as a counselor

Understand the current level and set the short-term goalwith the student.

development.
4.

Make sure which □ the student checked and get
detailed information from him/her.

to the students to identify which area they can improve, it
helps and motivates them to move on to the next

At the counseling session, ask the student to check A

6.

Discuss what he/she can actually do. Sometimes theThe role of the teacher is to facilitate learning. It is often astudent is not realistic. You should suggest antime consuming task to find ways to motivate students toappropriate strategies.

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7.

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15

Let the student write C, D and E (their decision). Makegoals.

sure the student understands what he/she has to do toHere is a list of twelve suggestions by Marion Williams andreach the next goal.

Bob Burden (1997) for motivating language learners.

Conclusion

1.

Recognize the complexity of motivation.

2.

Be aware of both initiating and sustaining motivation.

3.

Discuss with learners why they are carrying out

Motivation is a complex area involving many interrelated
factors. People’s motivation depends on individuals, theiractivities.
4.

interests, goals, and environment. They are all different.

Involve learners in making decisions related to learning
the language.

Teachers’ influence is indispensable in language learning,

5.

Involve learners in setting language learning goals.

especially in EFL. “How to motivate the students to learn

6.

Recognize people as individuals.

language?” is a key factor in the teaching process for7.

Build up individuals’ beliefs in themselves.

teachers.

students’

8.

Develop internal beliefs.

capabilities in order to set the goals and discuss with them9.

Help to move towards a master-oriented style.

the reasons they are doing activities, and how they can

10. Enhance intrinsic motivation.

achieve them. Also, developing a good relationship with the11. Build up a supportive learning environment.

students is necessary for the teachers. I suggest that the12. Give feedback that is informational.

Teachers

shouldrecognize

theirteachers have counseling time with the students during the(Source:Williams and Burden, 1997:141-1)

term of reaching their goals. Students need to understandtheir capabilities and need to be encouraged to pursue theirReferences

Benson, P & Voller, P. (1997). Autonomy and Independence in language learning. Harlow: Longman.
Brown, J. D., Robson, G., & Rosenkjar, P. (2001). Personality, motivation, anxiety, strategies, and language
proficiency of Japanese students, In Z. Dornyei & R. Schmidt (Eds.), Motivation and Second Language
Acquisition (pp.361-398). Honolulu: University of Hawaii.
Clement, R., Dornyei, Z., & Noels, K.A. (1994). Motivation, Self-Confidence, and Group Cohesion in the Foreign
Language Classroom. Language Learning, 44(3), 417-448
Dornyei, Z. (2001). Teaching and Researching Motivation (pp.116-140). Harlow, UK: Longman
Hidi, S., Harackiewicz, J.M. (2000). Motivating the Academically Unmotivated: A Critical Issue for the 21stcentury. Review of Educational Research, 70(2), 151-179.
Kimura, Y., Nakata, Y., & Okumura, T. (2001). Language learning motivation of EFL learners in Japan – A
cross-sectional analysis of various learning milieus. JALT Journal, 23 (1), 47-67.
Marion Williams and Robert l. Burden. (1997). Psychology for Language Teachers (pp. 111-142). Cambridge

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外国語学習における動機づけ―外国語学習意欲を高めるストラテジー―

language Teaching Library: Cambridge University Press.
Noels, K. A., Pelletier, L. G., Clement. R., & Vallerand. R. J. (2000). Why are you learning a second language?:
Motivational orientations and self-determination theory. Language Learning, 50 (1), 57-85
Sadow, S. A. (1994). “Concoctions”: Intrinsic motivation, creative thinking, frame theory, and structured
interactions in the language class. Foreign Language Annals, 27(2), 241-251.

金沢真弓

17Appendix
Counseling Form
Student’s name _________________________

Date___________

Current material ________________________

Current level ________________

Short-term goal and long term goal______________________________________________________________________________________________________________________________________________________________________________
A. Questions for self-study at home : check the □if you do.
□ Listening to CD□ Watching DVD or TV(English program)□ Listening to the radio (English program)□ Reading materials of an appropriate level□ Using an English-English dictionary□ Making your own glossary of new words (word cards or word list)□ Listening to and repeating the CD□ Doing grammar exercises□ Writing diary or letters, e-mails in English□ Others ()B. What do you want to focus on to skill up?
□ Listening□ Speaking□ Reading□ Writing□ Pronunciation□ Grammar□ Vocabulary□ Fluency

C. How much time a week can you spend to practice or study English?
□ 1-2 hours□ 3-5 hours□ Over 9 hours (hours)□ 5-8 hours

D. What do you do? (in detail)________________________________________________________________________________________________________________________________________________________________________
E. How long do you actually do?
__________ Weeks
F. Suggestions by a counselor________________________________________________________________________________________________________________________________________________________________________