Article Sidebar

Submitted
October 12, 2022
Accepted
November 30, 2022
Published
November 30, 2022
Download
PDF
Statistic
Read Counter : 294 Download : 309

Main Article Content

Abstract

Motivation is believed to play a vital role in successful second language (L2) learning. Over the past five decades, L2 motivation theory has evolved significantly from static to more dynamic perspectives. This article reviews the four major second language (L2) motivation research phases (i.e., the social psychological period, the cognitive-situated period, the process-oriented period and the current socio-dynamic period); and contemplates the application of some motivational models that are relevant to a specific pedagogical context in an International Baccalaureate (IB), bilingual school in Indonesia, such as such as the instrumental motivation, the process-oriented model, the L2 Motivational Self System, and motivational teaching practices.

Keywords

L2 motivation second language learning motivation theories international baccalaureate (IB) school

Article Details

License

Copyright (c) 2022 Hesty Ferdalina Marwan

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
How to Cite
Marwan, H. F. (2022). From Theory to Practice: The Pedagogic Application of Major L2 Motivation Theories in an IB School. Journal of English and Education (JEE), 8(2), 87–96. https://doi.org/10.20885/jee.v8i2.25703
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Clément, R. (1980). Ethnicity, contact and communicative competence in a second language. In Giles, H., Robinson, W.P. and Smith, P.M. (Eds.), Language: Social Psychological Perspectives (pp. 147-154). Pergamon.
  2. Clément, R., Dörnyei, Z. and Noels, K. A. (1994). Motivation, self‐confidence and group cohesion in the foreign language classroom. Language Learning, 44(3), 417-448. https://doi.org/10.1111/j.1467-1770.1994.tb01113.x
  3. Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469–512. https://doi.org/10.1111/j.1467-1770.1991.tb00690.x
  4. Dörnyei, Z. (1990). Conceptualizing Motivation in Foreign Language Learning. Language Learning, 40 (1), 45–78. https://doi.org/10.1111/j.1467-1770.1990.tb00954.x
  5. Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal Modern Language Journal, 78(3), 273–284. https://doi.org/10.2307/330107
  6. Dörnyei, Z. (2001a). Motivational strategies in the language classroom. Cambridge University Press.
  7. Dörnyei, Z. (2001b). New themes and approaches in second language motivation research. Annual Review of Applied Linguistics, 21 (1), 43-59. https://doi.org/10.1017/S0267190501000034
  8. Dörnyei, Z. (2002). The motivational basis of language learning tasks. In P. Robinson (Ed.), Individual Differences and Instructed Language Learning (pp. 137-158). John Benjamins.
  9. Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
  10. Dörnyei, Z. (2009). The L2 motivational Self System. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 4-42). Multilingual Matters.
  11. Dörnyei, Z., MacIntyre, P. D., & Henry, A. (Eds.). 2015. Motivational dynamics in language learning. Multilingual Matters.
  12. Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation. Pearson Education.
  13. Gardner, R. C. (1985). Social Psychology and second language learning: the role of attitudes and motivation. Edward Arnold.
  14. Gardner, R.C., & Lambert, W.E. (1972). Attitudes and motivation in second language learning. Rowley.
  15. Henry, A., Korp, H., Sundqvist, P., & Thorsen, C. (2018). Motivational strategies and the reframing of English: Activity design and challenges for teachers in contexts of extensive extramural encounters. Tesol Quarterly, 52(2), 247-273. https://doi.org/10.1002/tesq.394
  16. International Baccalaureate Organization. (2017). What is an IB Education? Retrieved from https://www.ibo.org/globalassets/what-is-an-ib-education-2017-en.pdf
  17. Lamb, M. (2004). Integrative motivation in a globalized world. System, 32(1), 3-19. https://doi.org/10.1016/j.system.2003.04.002
  18. Lamb, M. (2017). The motivational dimension of language teaching. Language Teaching, 50(3), 301-346. https://doi.org/10.1017/S0261444817000088
  19. MacIntyre, P. D. (2002). Motivation, anxiety, and emotion in second language acquisition. In P. Robinson (Ed.), Individual Differences and Instructed Language Learning (pp. 45-68). John Benjamins.
  20. Noels, K. A., Pon, G., & Clément, R. (1996). Language, identity, and adjustment: The role of linguistic self-confidence in the acculturation process. Journal of Language and Social Psychology, 15(3), 246–264. https://doi.org/10.1177/0261927X960153003
  21. Pawlak, M. (2012). The dynamic nature of motivation in language learning: A classroom perspective. Studies in Second Language Learning and Teaching, 2(2), 249-278. https://doi.org/10.14746/ssllt.2012.2.2.7
  22. Sekolah Cikal Setu Secondary. (2018). Parents Handbook. Jakarta, Indonesia.
  23. Williams, M., & Burden, R.L. (1997). Psychology for language teachers. Cambridge University Press.