Minnesota State University, Mankato

Motivation in Foreign Language Learning

Kate Anderson

HONR 401: Language & Culture

Dr. Dahlman, Instructor

December 2nd, 2016

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Introduction

You can never understand one language until you understand at least two Geoffrey

Williams. Language learning has the ability to show students new perceptions of their first

language and also introduces them to new cultures and new ideas. Because of these reasons and

many others, it is very beneficial to learn a foreign language. There are many differences among

individual language learners that affect their ability to learn a new language. These differences

can include, but are not limited to, the individuals personalities, intelligence, motivation, and

age. The amount of informal interactions that students have with native speakers in the target

language is considered to be a big factor in the success of learning that language as well. People

create and shape their identities using language as a tool, and language affects their identity.

Power in society can be associated to language and communication, which is important to

consider when looking at the use of English around the world.

It is very beneficial to learn a foreign language to be able to learn more about a culture.

This is because language expresses, embodies and symbolizes cultural reality, according to

Claire Kramsch in her article titled, Language and Culture (3-4). What Kramsch means is that

the language used by people allows them to express their attitudes, beliefs, experiences and those

of others (3). It also is the avenue through which people of a certain group have experiences,

which allows them to embody the cultural reality (3). Lastly, language can be referred to as a

sign, which in itself holds cultural value, symbolizing its cultural reality (3). Due to these three

things that language does within a culture, it can be concluded that learning a foreign language is

extremely beneficial in beginning to understand the true depth of the culture that comes with the

language. Conversely, a foreign language cannot be understood until some culture behind the

language is learned/understood as well. These two things need to have a relationship and a secure
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understanding in a students mind in order to truly grasp, in-depth, another culture and their

language. Language cannot exist without culture and culture cannot exist without language.

Since learning a foreign language allows someone to better comprehend a culture, it is

relatively popular to study a new language. Just like the languages people study vary greatly, so

do the personalities, intelligence, motivations and age of the students. These differences lead

language learners to have varying effects in their language learning, and provides different

results from their efforts. If someone is introverted or extroverted, this will have an effect on

their language learning as extroverted people are more likely to be willing to practice their skills

and seek experiences to speak with native speakers (Pierce 10). There has been a correlation

noticed between the intelligence and ability to learn a foreign language of a person, so this also

has an effect (Lightbown and Spada 79-80). However, it has also been proven that students who

struggle with education are able to grasp a foreign language if they have the right type of

experiences and opportunities, so it cannot be seen as a determining factor (Lightbown and

Spada 79-80). Motivation can be seen as the commitment language learners have to learn the

language, which varies among each student, and can be high or low depending on the individual

(Lightbown and Spada 87-88). Where their motivation comes from differs as well (Pierce 16-17)

(Lightbown and Spada 87-88). Age is also a factor in language learning, and there are many

theories that support this idea (Lightbown and Spada M 92-94). Some people believe in the

critical period, which is the belief that after a certain age, an individual will never be able to

speak with native-like fluency when learning a foreign language, they will always have an accent

(Lightbown and Spada 79-80). These are just a few of the differences that exist among second

language learners, as there are a lot more that go into it.

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Identity is necessary to consider when looking at language and society. One definition of

identity, simply put, can be thought of as who someone is (Joseph 1). Identities are shaped by

language, and can be expressed using it (Joseph 6). As people move through different stages of

their lives and their identities are changed and molded, their language can change as well (Joseph

10). For example, as an individual becomes more educated, their language changes with their

education. People have the ability to shape identities of other people as well, and this has an

affect within power relations and languages (Joseph 7). People with strong personalities, or the

power, decide when to begin and end the conversation, and since language learning happens with

communication, this characteristic is very important (Joseph 8-9). Also, since a sense of self is

created through communication and language, the strength and power to say what is wanted to be

said is necessary in creating an identity in a certain language (Joseph 8-9). Identities have a huge

effect on languages, and along with this comes the idea of power relations that exist in society.

It is very beneficial to learn a foreign language, especially to better understand a culture.

There are many differences among individual language learners that affect their ability to learn a

new language. People use language as a tool to shape their identities and language affects their

identity. Power in society can be associated to language and communication.

Topic of Focus

As was mentioned before, there are many individual differences among language learners

that have an effect in the ability to learn a foreign language. These factors include things like

intelligence, age, personality and motivation. Motivation is crucial in foreign language

acquisition. I chose this complex topic to focus the rest of my paper on because it is something

that has a huge effect on the ability to learn a foreign language, but also varies greatly from

person-to-person. I have noticed the motivation in myself while studying Spanish as a second
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language, and it is interesting to me how I was always so motivated to learn the language (even

though my motivations did change and continues to change throughout the process), but some

students I have encountered have had very little interest in learning it. In my experience, the

students who were motivated to learn, could evolve in the language, while the students who did

not want to, were left behind, unable to grasp the concepts. Because I have seen the effect

motivation has had on language learning, it is a fascinating topic for me to study and learn more

about.

To understand motivation with language learning, it is first necessary to understand what

it is. The definitions of motivation surrounding language learning vary slightly, but one common

explanation of the topic is, the learners orientation in relation to the goal of learning a second

language (cited in Galishnikova 1138). In other words, why people want to learn a foreign

language, or where their inspiration is coming from. Along with motivation comes a variety of

other factors, that cover topics like instrumental and integrative motivation, how it correlates

with other individual differences in language learners, how it is affected, and the intensity of the

motivational components.

Although there are a lot of variations with motivation and foreign language learning, it is

commonly understood that motivation does have a great impact on the ability to learn a foreign

language. Elena M. Galishnikova conducted a study on language learning motivation, and

introduced the topic by stating that motivation plays a vital role in acquiring a foreign

language (1138). Galishnikova also cites a study done by R.C. Gardner where it concluded that

motivation is one of the key factors in determining success in a second language study (1138). A.

M. Masgoret and R.C. Gardner conducted another study, and as an introduction to the topic,

they stated, motivation is responsible for achievement in the second language (124). In an
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article by B.M. Lightbown and Spada M, they state that even though motivation is a

phenomenon with complex factors, it is related to success in second language learning (87).

Motivation surrounding language learning is a large, varying issue, but it is, without a doubt,

very important in the success of learning a foreign language.

Concerning foreign language learning, motivation can have two forms. There are two

terms that talk about these motivations, known as instrumental motivation and integrative

motivation (Lightbown, Spada 87) (Yo, Downing 459). Instrumental is learning a foreign

language for automatic, practical reasons, and integrative is for cultural growth and enrichment

(Lightbown, Spada 87) (Yo, Downing 459). For example, instrumental motivation is when

students study a language to graduate high school. Integrative, on the other hand, is when people

want to live in another country, so they learn the language to interact with the host community

and engage in the culture. In some cases, it is hard to tell the differences between these two

motivations with individual learners, but still, in the past, integrative motivation has shown to

have more successful results, but in some cases, instrumental has been prove to help more

(Lightbown, Spada 87). However, Yo and Downing state that psychological integration is more

likely to sustain interest and fuel the desire to learn the language for longer periods of time and

for this reason, integrative motivation produces better results (459). These two types of

motivations are interesting to study and apply to language learners.

Motivation in language learning is a vast and difficult topic to cover. With this case study,

I would like to attempt to answer the questions, how does motivation affect language

learning?. This question is cumbersome and will require a lot of questions to reach a conclusion.

Methodology
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To further investigate the effect motivation has on language learning, I conducted a case

study. Per Creswell, the definition of a case study is an in-depth exploration of a bounded

systembased on extensive data collection (465). Creswell also explains that the case can

consist of one person, many people as a group or individually, or the study of events/activities

(465). Also, it is elaborated that the researcher must aim to develop on in-depth understanding

of the case (465). To qualify these requirements with my case study, I created an in-depth study

of a second-language learner, with my main goal being to cultivate a greater understanding of the

effect motivation has on foreign language learning. My questions were varying and cumbersome

of the subject to get the most reliable information possible. This was a big responsibility, but I

aimed to be successful in this feat.

To conduct my case study, I interviewed an individual from Saudi Arabia, and used the

alias John for this paper. John started learning English when he was still in 3rd grade. I met him

when we ran in the same party for the student senate on campus. After we both won a position, I

had to not accept the position because of a scheduling conflict. However, John accepted his role

and we are good friends to this day. When speaking with him, it is impossible to tell he is not a

native English speaker as he does not have an accent that is normally associated with non-native

speakers. John gave me a lot of information for my case study on motivation because he has been

studying English for so long. To continue his education in English for such a long period, it can

be concluded that he has high motivation to learn the language. He has also had experiences of

seeing other language learners and their motivations. He has studied more than English, so it was

interesting to ask how his motivations differ between the languages. The interview with John

gave me a lot of input into the motivation behind foreign language learners.
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For the interview, it was a face-to-face discussion that I recorded with the voice recorder

on my mac laptop. We conducted the interview in his office on campus. I asked the following

interview questions, as well as any supplementary questions that I saw fit and I asked for

clarifications. I aimed to make him feel comfortable discussing his language learning education

with me, so we were able to have an earnest and meaningful discussion. The questions were

designed to answer my overarching research question; how does motivation affect language

learning?.

Research Questions:

1. How long have you studied English?

2. Where did you study it (from when you started until now)?
3. Why did you start studying English?
4. Why did you continue to study it?
5. Have your motivations changed throughout the process? When and how?
6. Were you still studying English when you came to the US, are you still studying it?
7. How has your relationship with English changed since you have moved to the United

States?
8. How often did you practice English, when you first started and moving through the

process?
9. How many other languages have you studied?
10. How is your motivation different or the same in all the languages you speak?
11. Do you believe motivation in learning a foreign language? Why or why not?
12. What is your favorite thing about being able to study a foreign language?
13. What is your favorite thing about being able to fluently speak a foreign language?
14. Do you believe you had more motivation to learn English than your peers in school did?

Why or why not?

15. What do you believe is the greatest indicator of being successful in learning a foreign

language?
16. What types of characteristics have you noticed in second language learners who are

successful versus those who are not?

Results
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The individual that participated in my case study, under alias John, started studying

English in first grade. He was immediately immersed completely into this foreign language as he

was enrolled in an international school that was taught only in English, but located in Saudi

Arabia. This was a shock to him as he did not speak or understand any English, but was suddenly

expected to be educated in this language. John describes himself as being able to grasp the

language quite quickly, as it was necessary to perform in his school. He also communicated only

in English with his classmates, as they were from around the world and English was the only

language the entire school population had in common. He graduated from the international

school, describing himself as fluent in English and Arabic. Along with those two languages, he

has studied Korean and Japanese in his spare time. He took a Korean class that his friend taught

once he came to the United States. John started learning Japanese when he became interested in

anime and the culture behind it while he was in high school, though he has only studied it

teaching himself, in an informal setting. Although John does not consider himself fluent in either

language, he says he can hold a conversation in Japanese and only knows a few vocabulary

words in Korean. Someday, he dreams to study Spanish and Mandarin as well.

Motivations with English

During the interview, John made some interesting statements that reiterated that

motivation is crucial in learning a foreign language. With the four languages he has studied in his

past, his motivations have differed, and will continue to differ if he studies the languages he

wishes to undertake in the future. When he first started studying English, John did not have the

motivation to learn as he stated that they literally had to drag me, I was crying to his English

school in first grade because he wanted to go to Arabic school, (he) didnt want to be in a place
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where (he) couldnt communicate at all, with anybody but stated that at his young age, it was

not his decision. Therefore, his father had to have the motivation for his son to start his English

studies. John explains that his father put him in the school because his dad saw potential in

learning a foreign language and discovering a different culture. At a young age, when learning a

foreign language, it is not always the choice of the individual who is doing the learning.

Sometimes, the motivation must be created by the caretaker, since children are too young to

make that type of decision. That is what happened with John, his father had the motivation for

his son to learn English, so he was put into the environment where he was forced to learn it. At

the end, John was happy with his fathers decision as he stated, by the end of the first year, I

liked my new friends and I liked the environment I was in. At first, John did not want to learn

English at all, but being in the environment where he was forced to learn it, he eventually

became comfortable and liked it, so his motivation changed throughout the first year of first

grade.

As he was advancing in his English skills, the motivation behind learning English was

advancing for John as well. He stated that once in high school, he was immersed into the

culture, (he) thought it was interesting because of the experiences he was having at school. He

also states that one of the reasons (he) was able to learn English so quickly is because (he) was

fascinated by American TVand so to understand it better, (he) started trying to pick up words

and understanding the culture, the slang so he concluded that having an interest in a language

goes a long way, probably a longer way thanacademics. John states that because of his

experience with English in a formal and informal setting (school and American television), he

believes that having an interest and seeking out experiences on the individuals own time is more

efficient in foreign language learning than taking classes. While it is impossible to know just
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from this one case study exactly which one is better, it is an interesting hypothesis and something

to think about. John also states, that especially in high school, his interests with the language

were heightened because he knew English was a very valuable skill and it was emphasized

throughout (his) entire life that (it is necessary) to speak English, because most of the world

speaks English. John also was motivated to study English because he thought it was very

important to excel in the world today.

As of right now, John is not studying English beyond what he needs for his

communications minor. He explains that he is not super concerned with learning the intricacies

of a language besides being able to communicate, because (he) feels like (he) has enough to

communicate, enough to write a paper, so he is not currently studying it. However, he does

communicate daily in English, and takes all his classes in English, so he is utilizing the language.

He simply does not have any motivation to continue his formal study of the language, since he

can communicate fluently already.

Motivations with Korean and Japanese

With Korean and Japanese, his motivations were a little bit different and created different

results. With Japanese, he started learning it when he started becoming interested with anime,

and he wanted to learn more about the culture behind it. He started teaching himself words and

phrases, building his skills up, and now he can hold a basic conversation in Japanese. He states

that he loves learning the language because the culture is super cool, the country is cool, I just

like everything about it. Japanese people are kind. Japan is great, Japanese is great. And because

of how much he loves Japan and Japanese, he has been successful learning a good amount of the

language. With Korean, he only took the class because his friend forced him to. He took one

class, and was not very interested in it. He was not able to grasp the concepts and struggled in the
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class. After the one class, he dropped it and has had little interest in it since. It can be argued that

since he was forced to take the class, without the need for using the language (opposite of his

experience with English in first grade), he was not able to be successful in the language, and he

did not desire to continue his studies. Now he only knows a few vocab words, and cannot hold a

conversation. His motivations for learning these two languages are very different and have

created very different results, as he can communicate in the language he loves, Japanese, but

cannot say much in the language he was forced to study, Korean.

Motivations to Study Spanish and Chinese

His desires to study Spanish and Chinese in the future are similar. He says that he wants

to learn Chinese because its a huge country and he wants to learn Spanish because theres a

sizable population of people on this planet that speak it and itd be great if I could talk to them.

However, with Spanish, he also is very excited to study it because he likes the culture and the

people around (him) that (he) has gotten to know inspired (him) to want to learn their language.

He has a lot of friends in the United States who speak Spanish, so he has a personal connection

to the language. With Chinese, he just wants to learn it because a lot of people speak it. In the

future, it would be interesting to see how well he tackles these two languages, if at all, and how

they differ because of his differing motivations.

Importance of Motivation in Foreign Language Learning

At the end of the interview, when asked if he believes motivation is important in learning

a foreign language, he stated absolutely, yes because If youre not motivated to learn

something, you just wont learn it and if you are motivated to learn something, youll pick it up a

lot faster. John believes that motivation is crucial in learning a foreign language, and he has

many experiences in his life that can prove that statement. He was successful in learning English
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because he had to, but then excelled in it because of his interest in the culture and television. He

has learned a lot of Japanese on his own because he is interested in their anime and loves the

culture. With Korean, he was not able to grasp the concepts because he was forced to take it

without any interest in the language or the culture. Hopefully, in the future, he will be able to

study Spanish and Mandarin because of his interests with these two languages.

Conclusion

Motivation within language learning varies vastly from person to person, experience to

experience, language to language, among other things. For these reasons, it is a difficult thing to

study. However, from the research and this case study, I can conclude that motivation has a huge

effect on the ability to learn a foreign language, and the success the individual will have with

their foreign language studies. Although these results only highlight the experiences of one

individual, they still give good insight into how motivations vary depending on the languages. In

the future, it would be beneficial to study different individuals motivations within the same

language, instead of an individuals motivations with many different languages.

Works Cited

Creswell, J.M. Educational Research: Planning, conducting and evaluating quantitative and

qualitative research (4th ed.)(pp. 465, 466). Boston: Pearson. 2012. 8 Nov. 2016.

Galishnikova, Elena M. "Language Learning Motivation: A Look at the Additional Program."

Copyright Clearance Center. Elsevier, 7 Oct. 2014. Web. 1 Nov. 2016.

Joseph, J. E. Language and identity. Palgrave Macmillan. 2004. 2 Nov 2016.

Kramsch, C. Language and culture. Oxford University Press. 2014. 2 Nov 2016.
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Lightbown B.M. and Spada M. Individual Differences in Second Language Learning in O.S. Ana

(Ed.), Tongue-tied: The lives of multicultural children in public education (pp. 75-101).

Roman& Littlefield. 2004. 2 Nov. 2016.

Masgoret, A.-M., and R.C. Gardner. "Attitudes, Motivation, and Second Language Learning: A

Meta-Analysis of Studies Conducted by Gardner and Associates." Foreign Language

Annals. Language Learning, Mar. 2003. Web. 1 Nov. 2016.

Peirce, B. N. Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9-

31. Spring 1995. 2 Nov 2016.

Yo, Baohua, and Kevin Downing. "Determinants of International Students Adaptation:

Examining Effects of Integrative Motivation, Instrumental Motivation and Second

Language Proficiency." Educational Studies 38.4 (2011): 457-71. Routledge Taylor and

Francis Group. Web. 1 Nov. 2016.