L2 Motivation Studies articles

Tremblay and Gardner (1995)Expanding the motivation construct in language learning (The Modern Language Journal 79(4) Winter 1995 505-518) expand the construct of motivation in learning language from Gardner's (1985)original construct, adding valence, goal salience, self-efficacy, foreign language dominance, and the like. However, they confirm that original model(Gardner, 1985)explaining the integrative motivation is valid.

Clement, Dornyei, and Noels(1994) Motivation,self-confidence ,and group cohesion in the foreign language classroom (Language learning 44(3) Sptember 1994 417-448) conduct a motivation research at EFL environment (Hungary) and find that integrative orientation(motivation) is rejected as a strong factor to have an effect on students' motivation, and linguistic self confidence and Appraisal of classroom environment turned out to be a big factor to foreign language behavior and competence and vise versa (They refer to correlation with each other, not causal one).

Gardner,R.C.(2001). Public lecture at Temple University Japan is summary of lecture at TUJ. He reviews many researches in L2 learning motivation in terms of concept of past, present, and future. This article is interesting because various personal narrative is inserted and basic figure and data can been seen there. It is also helpful to use it as a sort of compass to pursue motivation research.

Dornyei and Otto (1998)Working papers in applied linguistics, Thames Valley University, London, Vol4, 43-69 criticize the existing construct of L2 motivation due to its reductionist paradigm, tendency to explain learner's action in a static state. In other words, they argue that L2 motivation is more complex and dynamic process. About this issue, Dorneyi (2000) discuss that time is one of the most challenging tasks motivation researchers have to address in order to account for the diachronic nature of motivation.