ROLE OF MOTIVATION IN L2 ACQUISITION WITH RELATION TO ACCOMODATION THEORY

Abstract

Motivation is one of the elements of the language that raises the interest of the learners in second language learning process. At the time of second language learning, different materials can be used to spark learners’ motivation and interest. This assignment explains about the role of motivation with relation to accommodation theory in second language acquisition.

Introduction of motivation

Motivation is defined as a psychological trait which leads people to achieve a goal. In other words, it is an inner drive, impulse emotion, or desire that moves one to a particular action. “Motivation is regarded as something which prompts, compels and energies an individual to act or behave in a particular manner at a particular time for attaining some specific goal or purpose"(Mangal, 2000, p. 111).  Therefore, it brings internal effort or desire of the learners to achieve the goals. Motivation plays a significant role in second language learning process. If any language teacher does not know relationship between motivation and its effect on second language acquisition, he can’t teach effectively. Motivation raises the passion and interest of the students. Language learning will be successful if the learner has passion and desire.

Types of motivation

There are mainly two types of motivation. They are integrative motivation and instrumental motivation. The integrative motivation is an individual’s willingness and interest in promoting second language acquisition. The students wanted to learn L2 so that they will be able to participate more freely in activities of other cultural groups.

Instrumental motivation, on the other hand refers to the language learning for a career goal or other practical reason. For example, to pass an examination, to get a good job and so on. These types of motivation related to success in second language learning.

Accommodation theory

Accommodation theory was invented by Giles and his associates which are concerned with sociolinguistics and socio-psychology. Accommodation theory is the study of how ethnic group communicate with each other. Ellis (1985) said, "The main premise of this theory is to examine in what way in-group language use echoes social and psychological aspects interethnic communication" (p. 255). There are various factors which determine social and psychological distance. There is social distance, if there is not correlation or interaction between the in-group and out-group. "The social and psychological distance influence SLA by determining the amount of contact with the target language that the learner is open to that input which is available" (Ellis, 1985, p. 256). When the psychological and social distance is great, the learners fail to learn L2. Therefore, L2 learning depends upon the social and psychological distance. If there is not great distance between out-group and in-group, L2 can acquire, just in new culture and communicate with out-group people.

Motivation and accommodation theory

Motivation and accommodation theory are two different words but they have deep relation while acquiring L2. If the learners are highly motivated, they acquire L2 faster than the learners who are not motivated. Motivated learners accommodate in a new culture, interact with out-group people and they feel comfortable. They don't feel separate from the out-group people if they motivated. For example, a Nepali learner has gone to England to learn English. He feels there comfortable and accommodates there if he is highly motivated. Otherwise he feels there difficult, separate from out-group people and there is no interaction between him and out-group people.

            When out-group people meet with the favorable person, then people motivated to develop second language which is called upward convergence. Similarly, when learners meet with unknown people, then they unmotivated to communicate which is called downward divergence. For example: When a Nepali person is in the group of foreigners, he unmotivated to communicate with them. But when he meets with Nepali people, then he motivated to interact with them. When the learners are highly motivated, then they have weak identification of their own language and they try to develop second language. Similarly, if there is low motivation, then learners have strong identification and they don’t want to learn second language. For example, when the Nepali learners think to speak in Nepali language is the identification of Nepali people and if they learn English, they will lose their identity. In such case they can’t acquire second language. Similarly, if the out-group people are highly motivated, then there will be soft and open social and linguistic boundaries and the learners can develop second language.

 Conclusion

 Motivation plays a vital role in acquiring L2.The learners who are highly motivated are better than the learners who are not motivated. The motivated students participate actively in class, express interest in the subject matter, and study a great deal.  Only motivated in-group people can adjust in new culture and communicate with out-group people. Unmotivated in-group people feel very difficult in new culture and they feel separate from out-group people.

References:

Ellis, R. (1997).Second language acquisition.Oxford: Oxford University Press.

Ellis, R. (1985). Understanding second language acquisition. Oxford: OUP.

LIghtbown, P. and N. Spada (2003). How languages are learned.Oxford: OUP.