Critically evaluate Gardner and Lambert’s theory of instrumental and integrative motivation as a key influencing factor in Second Language Acquisition

1001 Words Dec 11th, 2013 5 Pages
Critically evaluate Gardner and Lambert’s theory of instrumental and integrative motivation as a key influencing factor in Second Language Acquisition

During the process of studying second language, Gardner and Lambert’s theory about instrumental and integrative motivation has a significant impact on different learners. As Falk (2000; cited in Norris-Holt, 2001) states that if learners aim to develop relationship with foreign friends or comprehend lyrics in popular song, which means that these learners are vastly encouraged by integrative motivation for learning second language. In addition, Hudson (2000; cited in Norris-Holt, 2001) argues that when learners intend to have more opportunities to apply for a decent job or avoid punishment
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A further illustration of this is that extrinsic motivation provide a demonstration of certain of reasons from outside, for example intending to gain praise or reward by participating in some active activities. On the contrary, intrinsic motivation focuses on inside and individual. With the sense of satisfaction and enthusiasm in completing a task is a case in point. Furthermore, students will gradually lost intrinsic motivation and nature interest in the process of receiving education from primary schools to university.

The additional major controversial criticism of Gardner and Lambert’s theory is teacher role in studying second language. Excellent teacher plays a vital important role in the process of studying second language. As a consequence, if working as a responsible and fascinating teacher, it cannot be denied that this is beneficial to generate students’ creativity and curiosity. Yau and Hay-yiu (2010) explicitly points out that a responsible and affable teacher not only can urge and guide learners, but also an increasing number of students can begin to realize that having a command of second language is becoming a must. In addition, it has been reported by Oxford and Shearin (1994) that teachers are considered as a part of external reasons for studying L2 (second language) motivation. It is gradually explicitly from more empirical research that teachers can provide students with a variety of

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