The role of motivation for language education

Establishing what exactly motivation is, is not trivial because motivation is complex and multifaceted. A clear scientific definition is lacking (Dörnyei, 1998, p. 118). While, on a more general level, motivation can be seen as "the motor of human behavior" (Dörnyei, 1994, p. 274), in relation to language learning there is an added depth: On its basic level, language can be seen as a system for communication made of syntax, code and rules. On a deeper level it is an "integral part of the individual's identity" (Dörnyei, 1994, p. 274) and as Dörnyei states, also plays an important role in social and communal activities. Subsequently, not only is the native language a deep part of a personal identity but when a different language is learned, its culture will also be incorporated into a users identity (Dörnyei, 1998, p. 118).

There is a multitude of different models, theories and frameworks both for motivation in general and for motivation in relation to language learning (Dörnyei, 1998; Robert, Gardner, 2006). This makes it very hard to provide a general overview about the role of motivation that is also brief enough to remain in the scope of this thesis. However, the intrinsic-extrinsic motivation dichotomy is a prominent theory that will provide us with insights about factors within motivation and their influence on language learning that suits our purpose of a general understanding. Self-Determination Theory extends the this dichotomy by the degree of the users self-determination as well as a third type, amotivation.

Intrinsic motivation: The motivation and reason are self-contained. This is expressed by a sense of joy and satisfaction due to the behavior. There are three subtypes: knowledge, which is built by exploration, accomplishment, when achieving goals, and stimulation caused by the behavior.

Extrinsic motivation: The action or behavior is just a means to an end in order to get a reward or avoid punishment. This can be divided into four subtypes based on their degree of external regulation (or lack of self-determination) from high external regulation to low:

• External regulation: Regulation is the condition for the user behavior. If it disappears, the user will also discontinue the behavior.

• Introjected regulation: External pressure is incorporated by the learner.

• Identified regulation: User has adapted his own reasons for actions and accepted them as a necessary evil that helps getting to the goal.

• Integrated regulation: User has fully assimilated external regulations.

The additional type amotivation is the least desirable. It refers to the user thinking that his actions have no influence on any outcome. For example, if the user fails too many times, he could come to the conclusion that no matter what he does, he can't accomplish what he tries to do. The user feels not in control - this is called 'learned helplessness' (Noels, Pelletier, Clement & Vallerand, 2000, p. 62).

To us, the special interest lies in the relationship, that motivation has with self-determination (autonomy). Generally, extrinsic motivation can negatively influence motivation as a whole: "[S]everal studies have confirmed that students will lose their natural intrinsic interest in an activity if they have to do it to meet some extrinsic requirement" (Dörnyei, 1994, p. 276). This, however, Dörnyei adds, has more to do with autonomy than with extrinsic motivation. Moreover, Dörnyei states, extrinsic motivation can benefit overall motivation if it comes from the user and is therefore a product of his autonomy (is self-determined by him). We can see that motivation plays an important role for culture and the user's sense of identity. The user's autonomy also is of vital importance in maintaining his motivation and by extension also influences his success in language learning.