An Introduction to Three Types of Motivation in Second Language Learning

By Dorit Sasson, Israel

Learning a second language would not be able to occur without a key factor - motivation. Crookes and Schmidt perceive the major approaches towards motivation as social and psychological. They state, "Motivation has been consistently linked with attitudes toward the community of speakers of the target language, with an interest in interacting with such speakers, and with some degree of self-identification with the target community" (Crookes 470-1). Keeping this association in mind, there are different types of motivation, each with a different role. In this article, I will attempt to present a synopsis of the different conclusions of researches with regard to three different types of motivation; that is, integrative, instrumental and intrinsic motivation as it relates to the learner's context of learning a second language.

The distinction between integrative and instrumental motivation was originally made by Gardner and Lambert in 1959. Gardner used the term "integrative orientation," which is not the same as integrative motivation. According to Gardner, (1985) integrative orientation "involves an interest in learning a second language because of a sincere and personal interest in the people and culture represented by the other language group. Integrative motivation on the other hand, is the combination of effort and desire to achieve the goal of learning the language plus favorable attitudes towards learning the language" (Gardner 1985 as cited in Ellis 1994:509). In a number of his studies based on Canadian students studying French, Gardner linked the students' success in learning French with their desire to become part of the French culture. This model of motivation in second language learning has led to a series of tests known as the Attitude/Motivation Test Battery or the AMTB. The results of such tests have been synthesized into a model known as the socioeducational model.