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Motivation in second-language learning
Second language (L2) refers to a language an individual learns that is not his/her mother tongue, but is of use in the area of the individual. It is not the same as a foreign language, which is a language learned that is not generally spoken in the individual’s area. In research on motivation, it is considered to be an internal process that gives behavior energy, direction and persistence in research (in other words, it gives behavior strength, purpose, and sustainability).
Learning a new language takes time and dedication. Once you do, being fluent in a second language offers numerous benefits and opportunities. Learning a second language is exciting and beneficial at all ages. It offers practical, intellectual and many aspirational benefits
In learning a language, there can be one or more goals – such as mastery of the language or communicative competence – that vary person to person. There are a number of language learner motivation models that were developed and postulated in fields such as linguistics and sociolinguistics, with relations to second-language acquisition in a classroom setting. The different perspectives on L2 motivation can be divided into three distinct phases: the social psychological period, the cognitive-situated period and the process-oriented period.
==The social psychological period==
Social psychological perspectives on L2 learning motivation emphasize the role of the individuals’ social context and social interactions. The social psychological period in L2 motivation research flourished in the bilingual context of Canada from 1959 through 1990 (Dörnyei, 2005; Ushioda, 2012).〔〔Ushioda, E. (2012) Motivation: L2 learning as a special case? In S. Mercer, S. Ryan, & M. Williams (Eds.), Psychology for language learning (pp. 58-73). Basingstoke, HA: Palgrave Macmillan.〕 During this period, Gardner developed the socio-educational model while Clément and colleagues explored the theory of linguistic self-confidence.
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