This document discusses motivation and attitudes towards second language learning. It first outlines key topics like motivation for L2 learning, motivation and teaching, and attitudes. It then defines integrative and instrumental motivation for learning a second language. Next, it examines attitudes towards multilingualism and how attitudes can impact the L2 learning process. The document also explores individual differences that may influence how well someone learns a second language, such as age, cognitive style, intelligence, sex, and first language proficiency.

2. Outline:
- Motivation for L2 learning;
- Motivation and teaching;
- Attitudes;
- Attitudes and language teaching.

3. - Children learn their L1 naturally in the intimate
situations of their family;
- Children learners learn an L2 formally in the public
situation of the classroom.

4.  Why did you learn a second language? What was the
reason? Have you succeeded?

7. 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%

8. 0% 5% 10% 15% 20% 25% 30% 35% 40%
To use on holidays abroad
To use for work including travelling
For peronal satisfaction
To be able to work in another country
To get a better job in your own country
To be able to understand people from
other cultures
To meet people from other cultures
To know a language that is widely spoken
around the world
To be able to study in another country

9. Motivation for L2 learning.
 Integrative motivation- learning the language in order
to take part in the culture of it people;
 Instrumental motivation- learning the language for a
career goal or other practical reason.

10.  Studying a foreign language is important to my
students, because they will be able to participate more
freely in the activities of other cultural groups.
(Integrative motivation)
 Studying a foreign language can be important for my
students because it will some day be useful in getting a
good job. (Instrumental motivation)

11. Integrative motivation related to actual contact with
native groups, general attitudes and stereotypes.
Instrumental motivation concerned with future careers.
2 factors relating to classroom learning:
1) The need for achievement;
2) Attributions about past failures.
Zoltan Dornyei (1990)

12. Motivation and teaching.
Ideal world of a teacher, when
students:
- Would enter the classrooms
admiring the target culture
and language;
- Want to get something out of
the L2 learning for
themselves;
- Eager to experience the
benefits of bilingualism;
- Thirsting for knowledge.

14. Attitudes
 What do you think are people’ s typical reactions to
foreigners? To bilinguals? To monolinguals?
 Is it important to be able to speak two languages?
 Will you feel more yourself in your first language than
in your second?

15.  In additive bilingualism, the learners feel they are
adding something new to their skills and experience
by learning a new language, without taking anything
away from what they already know.
 In subtractive bilingualism, the learners feel that the
learning of L2 threatens what they have already gained
for themselves.
Lambert (1981, 1990)

16. Acculturation theory (Berry, 1998):
1) Is it considered to be of value to maintain cultural
identity and characteristics?
2) Is it considered to be of value to maintain relationships
with other group?

17. 0 1 2 3 4 5
Polish children
Belgian children
British adults
British children
Strongly
disagree
Strongly
agree
№1. Responses to “It is important to be able to speak two languages”.

18. Strongly
disagree
Strongly
agree
№2. Responses to “I will always feel more myself in my first language than
in another language”.
0 1 2 3 4 5
Polish children
Belgian children
British adults
British children

19. Strongly
disagree
Strongly
agree
№3. Responses to “People who go to live in a new country should give
up their own language”.
0 0.5 1 1.5 2 2.5 3
Polish children
Belgian children
British adults
British children

21. Are some people better at learning
a Second language than others
Why do you think some people are good at learning
other languages?
 ‘Knack’ = learning languages
 Some people have more aptitude for learning second languages
than others
 Aptitude has been applied to students in classrooms.
 Some people have a knack for learning second languages and
others are rather poor
 Differences in L2 learning ability are only felt in societies
where L2 learning is treated as a problem rather than accepted
as an everyday fact of life

22. Young L2 learners VS old
learners
 Children are believed to be better at learning second
languages than adults.
 Children compared to adults encounter some factors
and cognitive explanations
 Age is a positive advantage
 Adults start more quickly and then slow down,
Children start more slowly and finish up at a higher
level.

23. When should L2 teaching start?
 If they are intending to spend many years learning the second
language, they might start as a child
 If they are going to learn the second language for a few years
and then drop it, there is an advantage for adults who would
reach a higher standard during the same period
 At particular ages students prefer particular methods.

24. Cognitive Style
 Refers to a technical psychological distinction between typical
ways of thinking
 Two types- Field independent and Field dependant
 A difference in cognitive style might make a difference to
success in L2 learning
 A tendency towards FI helps the student with conventional
classroom learning.
 Cognitive style varies to some extent from one culture to
another

25. Inividual Differences
 Intelligence
 Sex differences
 Level of first language
 Empathy

26. THANK YOU