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In this article she talks about two perspective on motivation in second language learning (SLA) with English as the L2 example.

Firstly, she talks about the instrumentalist view, which considers language as a skill for communication.

Secondly, she talks about constitutive holistic view (same as integrative?), which views SLA as a ‘multi-competence’, an essential element of a human being’s thought processes, perceptions, and self- expressions.

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Instrumentalist view: uses economic arguments for advo- cating foreign language skills that will benefit the individual and society. Therefor, the motivation for learning English becomes increasingly associated with factors such as necessity, utility, advantage, social capital, power, advancement, mobility, migration, and cosmopolitanism. Hence, the motivation for learning in this case English is motivated through its instrumental value.

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constitutive holistic view: linking language learning motivation to a willingness to diversify one’s behavioural, linguistic, and cultural repertoire. Motivation is based on a desire for linguistic multi-competence and cultural and intercultural fluency development. Multi-competence implies continuously evolving interactions among the different languages in use or not in use within the single ecosystem of the multilingual mind. This view or approach places value on a person’s capacity to operate effectively between languages and cultures.

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Important findings/claims in the article

motivation needs to be internally driven rather than externally regulated by teachers

teachers play a crucial role in fostering this healthy internal growth and development of students' motivation

Two kinds of motivational orientation:

1. An integrative orientation: reflecting a sincere and personal interest in the people and culture represented by the other group of who you learn the language

2. An instrumental orientation: reflecting the practical value and advantages of leaning a new language

(Gardner and Lambert, 1972)

A framework for motivational teaching practice is offered in the article by Dörnyei (2001b) with 35 motivational strategies that can be used in your language teaching classroom

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Furter main points in the article

distinction between intrinsic versus and extrinsic forms of motivation

Intrinsic motivation: doing it for own self-sustaining pleasurable rewards of enjoyment, interest, challenge, or skill and knowledge. This is regarded as the optimal internal driven motivation.

Extrinsic motivation: motivation based in obtaining something externally driven like gaining a qualification, getting a job, pleasing the teacher or avoiding punishment. We could also call it "motivation from within"

Personally, most useful claim made is that it is important for the motivation to be "self-determined and internalized" (emanated from within the learner) rather than externally regulated by others

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Fostering motivation from within in your students (Ushioda, 2012)

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Fostering motivation from within in your students (Ushioda, 2012)

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participation in experience

encouraging peer interactions around tasks and activities

experiencing a personal agency and ownership in relation to their learning

supporting their sense of autonomy

giving your students ownership invites responsibility for their choices

encouragement to view language as a tool for personal self-development and self-expression

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Theories and background info about motivation:

Push pull theories: first theories of motivation. A view of motivation chat emphasizes its external nature and places the teacher in a central, controlling role.

cognitive theories on motivation: greater influence in reserach.Concerned with how thinking shapes our behaviour. Below are some cognitive theories of interest:

Achievement theory: old theory with the idea of the basic human need for improving and striving for excellence. What I think we can take from this theory is the importance of creating tasks that are not beyond current competence, because then the learners may become demotivated or give up altogether; however, when learning tasks do not push the limits of competence, then learners are unlikely to feel challenged or motivated to improve. It goes a bit hand in hand with Vygotsky sociocultural theory of zone of proximal development I would claim.

goal-setting theory: has three key aspects to the goals we set ourselves: their specificity, their perceived difficulty, and our degree of commitment. Mastery goals are generally considered to have more beneficial long-term motivational effect and lead to improved performance. Mastery goal orientation are motivated by the satisfaction of successfully learning to perform specific tasks.

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We know by now that is impossible and not favourable to motivate your students externally, but rather we should strive for mastery oriented behaviour. I think it is a big challenge then, that a grading system still exists in the post modern school and plays the most important role for education. I claim that is impossible at least in upper secondary school to foster motivation when you simoultanously have to grade your students' performance. Actually, I would claim that this system encourages performance-orienced behaviour.