SECOND LANGUAGE LEARNING SUCCESS AND

MOTIVATION
ALI OSMAN ENGI
.
N
Kafkas University, Kars, Turkey.
The aim of this study was to understand the importance of the types of motivation students
need to learn a foreign language successfully. Teaching and learning a foreign language are
dependent upon positive motivation. A questionnaire and an achievement test were prepared
and administered to a group of 44 students. Results were analyzed and evaluations and
comparisons between success and motivation levels were then used to make suggestions for
planning activities relating to teaching and learning languages.
Keywords: motivation, learning, teaching, second language.
Gardner and Lambert (1972) argued that second language learners feelings
about a foreign language and its cultural values and living styles (attitudes) and
their individual reasons for learning the language (motivation) are related to
overall learning success and achievement with learning that foreign language.
They found that the pragmatic purpose for learning a second language was
derived from a personal desire to know the native speakers of the target language.
Second language learners are interested in learning about native speakers of that
language and understanding the main purpose of the ways of life in the target
language. This is called instrumental motivation (Gardner & Lambert, 1972).
Gardner (1985), Gardner and Lambert (1972), and Schumann (1978) pointed
out that integrative, instrumental, and work avoidance motivation help second
language learners to learn the target language more easily. It is understood that, as
with learning any subject, second language learners must pay attention and learn
SOCIAL BEHAVIOR AND PERSONALITY, 2009, 37(8), 1035-1042
Society for Personality Research (Inc.)
DOI 10.2224/sbp.2009.37.8.1035
1035
Ali Osman Engin, PhD, Faculty of Education, Kafkas University, Kars, Turkey.
Appreciation is due to anonymous reviewers.
Please address correspondence and reprint requests to: Ali Osman Engin, Faculty of Education,
Kafkas University, Fevzicakmak Suborb Kars, Turkey. Phone: 532-268-1185; Fax: 474-312-1185;
Email: aosmanengin@gmail.com
SECOND LANGUAGE LEARNING SUCCESS
1036
actively in order to integrate knowledge (Engin, 2006). The motivation of the
learners determines how ready and eager they are to get more information and to
increase their ability to understand, write, and speak the second language.
There are a number of variables and factors that influence students learning
achievement in school, both directly and indirectly. It is important to have enough
information about the students in order to be prepared for teaching them. For that
reason, this study was developed to examine the relationship between second
language learning success and motivation types.
The aim of this research was to examine the relationships among integrative,
instrumental, and work avoidance motivations and students successes in second
language learning.
In this study motivation is defined as the feelings of the learner toward the
particular target language, its culture and the individual pragmatic reasons for
learning a foreign language (Horwitz, 1990).
Integrative Motivation begins with a personal effort and continues on with a
desire to know the target languages native speakers. The aim of the students
studies and activities is learning something new (Horwitz, 1987, 2001).
Instrumental Motivation is associated with a pragmatic purpose for language
learning whereby students study harder to receive high marks in school
(Hamilton, 2001; Locastro, 2001).
Work Avoidance Motivation is the avoidance of studying hard.
METHOD
PARTICIPANTS
The study was carried out at Atatrk University, Kazim Karabekir Education
Faculty, English Language Teacher Training Department, with students in two
English preparatory classes. A total of 44 students were randomly selected as the
sample. Each class contained 22 students, 18 females and four males. The students
were aiming to develop their English language skills. All participants understood
that this study was aimed at increasing their success in the second-language
learning process. The students were encouraged to answer the achievement test
and questionnaire honestly and to the best of their ability.
Students were generally considered to be of equal ability because they had all
passed the same university entrance examinations in order to become students at
this university. The target language teaching program was aimed at teaching all
of the language learning abilities in detail.
INSTRUMENT
The aim of this research was to define the ratio of motivation types in the
sample group, that is, integrative, instrumental, and work avoidance, by means
SECOND LANGUAGE LEARNING SUCCESS
1037
of the 21 questions (each with four alternatives) in the prepared motivation
questionnaire. The questionnaire was a Motivation Scale prepared for this
study, based on Costello (1967) and Entwisle (1972), which has been used in
previous research and was adapted for this study. An achievement test was also
administered to all the participating students in order to examine the relationships
between the students success and motivation levels.
The results of the questionnaire were sorted according to the three motivation
types. Questions 1, 3, 4, 7, 9, 10, and 15 were about integrative motivation,
questions 5, 12, 13, 16, 17, 18, and 19 were about instrumental motivation, and
questions 2, 6, 8, 11, 14, 20, and 21 were about the work avoidance motivation.
Results were evaluated in terms of percentage rates and analysis of variance
(ANOVA) according to gender, age, and which of the two classes the participants
belonged to.
RESULTS
The results of this study confirm the importance of the integrative, instrumental,
and work avoidance motivations in second language learning. Data collected
were as follows:
Both the males and females had enough integrative motivation to learn new
behaviors in regard to the target second language.
The ages of the students ranged from 17 to 21. It was found that those aged 17
and 21 were slightly keener to learn a foreign language than those aged 18 to 20.
On the other hand, it may be said that all were quite eager to learn the chosen
target language. That eagerness is also a variable in integrative motivation. This
difference arises from the different integrative motivation levels and periods.
Namely, at the age of seventeen the students were so keen to learn that this
enabled them to attain higher marks.
Both classes A and B had the same level of willingness and eagerness
with regard to integrative motivation because they had the same or similar
environmental experiences, cultural beliefs, and values.
According to our investigation, the instrumental motivation levels of the male
and female students were the same. All of the students from both classes had the
same goal of attaining higher marks and being successful in learning the target
second language.
Students from both classes shared the belief that instrumental motivation is
very important for their success in learning, especially in learning a foreign
language.
Males and females shared very similar ideas about work avoidance motivation.
According to the data collected, work avoidance motivation among all participating
students can be understood, in that the students at these ages are undecided about
SECOND LANGUAGE LEARNING SUCCESS
1038
this kind of motivation, especially at the age of 20. Age was not found to have a
significant impact as related to gender.
According to the results of our study, both classes were hesitant about work
avoidance motivation, but this was more pronounced with group B. The results
are similar to those of other integrative and instrumental motivation studies.
Group B were found to participate more than group A, although the difference
was not significant.
Both sexes gained relatively high marks of eight or more points on the
achievement test. Females gained slightly higher scores overall, although this
result may have been influenced by the larger number of female participants as
compared to males.
According to the data, all students were successful in learning a second
language. This was especially true for those aged 17. According to the other
tables, students aged 17, 18, 19, 20, and 21 received eight or more points on the
achievement test. This may be accounted for by the fact that they have acquired
new knowledge.
Both classes had very similar examination results. Therefore, it is likely that
both classes had similar skill levels when learning a second language.
The distribution of the motivation ratios according to the options that we gave
to the students is divided into three stages. In the first stage the students strongly
agree with the answers to the six questions assessing integrative motivation,
for example: studying English is important for me because it will allow
me to meet and converse with more varied people was the most commonly
selected option. In the second stage, students participation in work avoidance
motivation was more dominant than their participation in integrative and
instrumental motivations. The students particularly complained about the class
being limited to a certain size. This is evident in question 6 where the students
almost unanimously selected the option: I do not want my faculty to limit
attendance. In the third stage, the majority of the students selected undecided
of the four options provided, regarding some of the ideas including work
avoidance motivation and instrumental motivation. This is due in part to the
fact that these ideas are contrary to their points of view regarding their second
language learning achievement. For example, the students were unsure about
question 16, which stated: In our department I try to do better than the other
students. This question shows the students instrumental motivation levels
related to the second language learning achievement. In the fourth stage of the
distribution, there was agreement among the students, but also some hesitation
about the three kinds of motivation types. For example, question 17: I am trying
to do the best in my class because I want to be number one. This idea appears
SECOND LANGUAGE LEARNING SUCCESS
1039
to be somewhat exaggerated, in relation to instrumental motivation levels.
In the last stage of the distribution, the students strongly disagree with work
avoidance motivation. This may be due to the students of the English Language
Department being aware of the importance of learning their second language
and being very accomplished. For example, question 21: I am here because my
family wants me to attend this school. The students did not agree with this idea
because they want to learn a foreign language for their own reasons, not because
their family want them to. The students were aware of their goals, and formed
their achievement criteria to meet these goals. As far as they were concerned,
there was no benefit to be gained by learning the second language if they were
only doing so because their parents were making them.
Examining the participation sequence, it is evident that the results of integrative
motivation are more positive than the results of instrumental motivation. The
students are generally undecided about work avoidance motivation.
Both groups were supportive of integrative motivation rather than
instrumental motivation. They were generally opposed to the work avoidance
motivation. This indicates that they do not have any motivation to avoid
studying the target foreign language.
Some data indicate that agreement with integrative motivation and
disagreement with work avoidance motivation are age dependent. However,
the students were undecided about instrumental motivation.
Integrative motivation and the achievement of second language learning
appear to be correlated. Thus it is assumed that the students create their own
personal criteria for goals they set for learning the second language. These are
achieved by putting in extra effort in their coursework.
There is a close relationship between the students success and instrumental
motivation. However, instrumental motivation is not as effective as
integrative motivation for second language learning success. This is thought
to be because instrumental motivation derives from a pragmatic approach.
Integrative motivation depends on personal willingness and desire to achieve
something. Therefore, integrative motivation is likely to be more effective than
instrumental motivation for students learning a foreign language.
The success of the students and work avoidance motivation are negatively
correlated. They have opposing variables in that this attitude does not encourage
an interest in succeeding. If students have a high level of work avoidance
motivation they tend to avoid studying. This particularly affects their achievement
with regard to learning a foreign language. It is thought that work avoidance
motivation is a major factor influencing students in the avoidance of studying
and trying to learn a foreign language well.
SECOND LANGUAGE LEARNING SUCCESS
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DISCUSSION
If the students are integratively and instrumentally motivated, it may be easier
for teachers because the students will be aware of the importance of acquiring a
foreign language. This awareness creates a desire to learn one or more foreign
languages and as a result produces and develops integrative and instrumental
motivation. The more integrative and instrumental motivation a person has, the
less likely he or she is to experience work avoidance motivation. It is, therefore,
very important for foreign language teachers to provide their students with
enough integrative and instrumental motivation. This would be facilitated by
understanding how the student is motivated. Teachers must utilize activities to
develop students integrative and instrumental motivation. If the teachers have
good information about students learning strategies and their motivation, they
can assist the students in improving their learning techniques and second language
learning skills. Consequently, teachers can develop both the students learning
techniques and language learning achievement by understanding the importance
of motivation. It is also believed that the students desire to succeed has an effect
on their language learning success. Teachers can utilize learning tools focusing
on positive motivation types and less on work avoidance motivation. The habits
students bring with them when they begin studying are important because these
motivations can greatly influence the students ability to succeed. Focusing on
positive motivations will be helpful to the students in acquiring new information
and decrease the effects of negative motivations which can interfere with the
students second language acquisition. In addition, it is also evident that the more
positive motivation types the students possess, the more they are able to benefit
from their learning activities. If students are aware of the expectations of learning
the second language and if they have adequate information about the importance
of understanding, speaking, writing, and reading the chosen international foreign
language, it will facilitate their achieving of success in all their endeavors. They
need to be encouraged to understand that they must learn all the facets of the
chosen foreign language or languages in order to advance in their careers.
As with previous investigations in this area, in the present study close
relationships were found between success in learning a second language and the
three motivation types that were explored in the study.
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