Iván Andrés Guillén Vega

Cod. 2151004
Academic Writing I
School of Languages

ANNOTATED BIBLIOGRAPHY

Kormos T., Kiddle T., Csize K. (2011). Systems of Goals, Attitudes, and Self-related

Beliefs in Second-Language-Learning Motivation. Applied Linguistics, 35/5, 495–

516.doi:10.1093/applin/amr019

This study tries to reexamine the current motivation proposals thought to be influencing
(such as social influence, goals, attitudes and self-related beliefs) by surveying three
Chilean English language learner groups ranging in age, status and personalities, in order to
contrast the internal structure Motivation of each group. The study is rooted in previous
research in the field of L2-learning motivation and educational psychology, which benefits
the perspectives that can yield. The researchers found interesting connections and differing
motivation variables in conforming to each group, but overall, the results suggested that
attitudes to L2 learning have a strong influence on effort and persistence. They concluded
that there exist varying repercussions of motivation on the participants according to the
internalization, contextual and social milieu, self-guides, self-related beliefs and more. The
principal feature of the study is the application of the motivation theories to real life cases.
Spolsky B. Anniversary Article Language Motivation Revisited. Applied Linguistics,

21/2, 157-169. doi.org/10.1093/applin/21.2.157.

In this article, Spolsky guide us through a time-line of works proposing models and
approaches to language learning, among which it is salient and relevant to him, Motivation.
The way data is collected, he says, neglects broader possibilities to know participants’
integrative motivation, therefore, a better model of surveying, rather than just
questionnaires, is offered and supported with evidence grounded in physiological and
sociolinguistics approaches. At the end, samples of some studies he has made with Russian
speaking people who learned Hebrew and live in Israel, show us the results of his
triangulation of hard linguistic data collection, questionnaires and interviews. The
conviction Spolsky exhibits about the need to investigate and implement improved and new
methodologies is impressive; its article deserves a look.

Dörnyei Z. &Ushioda E. Teaching and Researching Motivation. Chapter I: Exploring

Motivation: changing perspectives, 3-10.

In this chapter Dörnyei and Ushioda (2001) depicts motivation, using a fable, as an
elephant that theorists and experimentalists have not been able to identify with their
inevitably limited reach. The writers consider that the parallel multiplicity of motivational
process does not permit linear models to grasp what actually happens in a contextual,
psychological, emotional, cognitive and physiological level. On the other hand, the authors,
going back and reviewing how theories about it have evolved from the behaviorist
perspective to the new breakpoint of cognitive and motivational liaison, repeatedly
emphasize that motivation has by nature many dynamic interactions. Subsequently, new
developments in the field, which they say are already emerging, should broaden and
embrace more and more terrain of motivation.
Sepora T. & Mahadi T. Motivation, Its Types, and Its Impacts in Language Learning.

International Journal of Business and Social Science, 3(24), 230-235

In this study, the focus is in what it takes to have a successful language classroom in terms
of learner’s motivation (Sepora & Moghaddas); simultaneously they look at motivation
impact on language learning. It is suggested that teachers should know the type of learners
he has in the classroom as well as the amount and kind of motivation they have, so that they
can strengthen and maximize students’ motivation. In addition, teachers need to have in
mind students’ personalities (introvert and extrovert) to be able to capture motivation
dinamycs. Likewise, the authors advise teachers to help balance intrinsic and extrinsic
motivation by means of goal-directed and moment-by-moment activities. In summary, they
say that bearing all this in mind, teachers can have “(…) a positive outcomes in their
teaching context” (p.234).

Gömleksiz, M. N. The effects of age and motivation factors on second language

Acquisition. Firat University Journal of social science, 11(2), 217-224.

In the present article, Gömleksiz (2001) talks about Age and motivation effects on second
Language Acquisition, stressing the importance of the triangulation of learner, teacher and
method. In Age factor, there is the comparison of learners’ skills in pronunciation,
comprehension, internalization of grammar and syntax, specifically children’s processes.
Some studies show that older children perform better (Collier, 1988) and the reason,
seemingly, is that younger children are still acquiring their first language (L1) and require
more effort. In relation to motivation, the author advocates for a proper interaction between
learner and teacher, where much of the regulation is on teachers facilitating effective
learning, for example, through promoting attitudes and activities that reduce the affective
filter (Krashen, 1985) and foster better absorption of input. As a conclusion, it is stated that
motivated students are more successful in language acquisition than non-motivated ones.
REFERENCES

Dörnyei, Z., & Ushioda, E. (2013). Teaching and researching: Motivation. Routledge.

Gömleksiz, M. N. (2001). The effects of age and motivation factors on second language
acquisition. Firat University Journal of social science, 11(2), 217-224.

Mahadi, T. S. T., & Jafari, S. M. (2012). Motivation, its types, and its impacts in language
learning. International Journal of Business and Social Science, 3(24).

Kormos, J., Kiddle, T., & Csizér, K. (2011). Systems of goals, attitudes, and self-related
beliefs in second-language-learning motivation. Applied Linguistics, 32(5), 495-516.

Spolsky, B. (2000). Anniversary article. Language motivation revisited. Applied

linguistics, 21(2), 157-169.