A., Arunkumar
(2016)
Motivational interviewing: an effective tool
for teachers of second and foreign
language.
Language and Language Teaching, 5 (1).
pp. 41-45.
ISSN 2277-307X
Abstract
Motivation in learning is a collective cognitive activity that focuses on the initiation and maintenance of learning (Pintrich & Schunk, 1996). Second language (L2) motivation has been a subject of study in the past few decades. Studies show that motivation to learn a second language overrides the aptitude factor and thereby makes up for the variability in the cognitive and environmental factors (Gardner & Lambert, 1972). Until 1990, social psychological approach dominated the picture of second language learning with inspiration
from Robert Gardner, Wallace Lambert, Richard Clement and their associates. However, the approach to understanding motivation in second and foreign language learning has widened post 1990 with the focus on understanding the educational implications of L2 motivational research. Despite that, motivation in classrooms has not got much scholarly attention and that has forced the teachers to rely on unsystematic methods. According to Dornyei (1998), the amount of research devoted to motivating learners has been meager compared to the total research on L2 motivation.
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