[제2언어습득] Recent Trend in L2 Motivation Research

Recently, L2 Motivation has increasingly attracted researcher’s attention since motivation has educational potential as follows: among individual differences, while language aptitude (e.g. working memory, verbal intelligence) is rarely changeable, motivation has been considered to be enhanced and maintained by L2 learners (Dornyei 2005). Research findings in educational psychology also inform us that learners’ motivation is closely related to teachers (Christophel and Gorham 1995) and environmental factors (Meece 1997). L2 motivation has been privileged position for over five decades in second language acquisition (SLA) research since learners cannot sustain their long term L2 learning without motivation. Therefore I begin with a historic overview of L2 motivation theory as follows: the Socio-Dynamic period (1959-1990), the Cognitive-Situated period (during the 1990s), and new Socio-Dynamic approaches (between the turn of the century and first decade of 21st century). Finally, I will introduce Current Socio-Dynamic approaches, looking at closely the L2 Motivational Self System which was proposed by Dornyei (2005. 3009) as a comprehensive synthesis of past main studies on L2 Motivation. It highlights how students pursue their identity goals for L2 learning that are personally meaningful and socially valued. Despite the small sample size, the results reveal four distinctive motivational factors which are Ideal L2 Self, Ought-to L2 Self, L2 Learning Experience and Social Interaction. The first three are related to L2 Motivational Self System and the last linked to sociocultural theory. This finding shows the validity of adopting these hybrid lens to explore learners’ ESL motivation since motivation is not only mental state but also socially mediated. Also, the findings of this study imply that language teachers should encourage L2 learners to shape and express their valued identity linked to L2, and to participate both in classroom and in communities for promoting social interaction.