Motivation in second-language learning

<p>The desire to learn is often related to the concept of motivation. Motivation is the most-used concept for explaining the failure or success of a language learner. <a href="/facts/Second_language/aUqAzeNK">Second language</a> (L2) refers to a language an individual learns that is not his/her <a href="/facts/Mother_tongue/1yK3tnLb">mother tongue</a>, but is of use in the area of the individual.  (It is not the same as a <a href="/facts/Foreign_language/gdYbMzts">foreign language</a>, which is a language learned that is not generally spoken in the individual's area.) Research on <a href="/facts/Motivation/uqLMfLKq">motivation</a> can treat the concept of motivation as an internal process that gives behavior energy, direction and persistence
(in other words, motivation gives behavior strength, purpose, and sustainability).
Learning a new language takes time and dedication. Once achieved, fluency in a second language offers numerous benefits and opportunities. Learning a second language is exciting and beneficial at all ages. It offers practical, intellectual and many aspirational benefits.
In learning a language, there can be one or more goals – such as mastery of the language or communicative competence – that vary from person to person. There are a number of language learner motivation models that were developed and postulated in fields such as <a href="/facts/Linguistics/oQuamvf2">linguistics</a> and <a href="/facts/Sociolinguistics/TVzMJRjV">sociolinguistics</a>, with relations to <a href="/facts/Second-language_acquisition/lkMLQsur">second-language acquisition</a> in a classroom setting. The different perspectives on L2 motivation can be divided into three distinct phases: the social psychological period, the cognitive-situated period and the process-oriented period.
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Motivation in second-language learning open-in-new

Motivation in second-language learning