Attitudes and Motivation in Second-Language Learning

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Gardner explains and defends his studies on motivation within the Socio-educational Model, detailing its definition and implications. He elaborates on the Attitude Motivation Test Battery (AMTB) and discusses his work both in Canada and globally, particularly in English as a Foreign Language (EFL) contexts and language classroom motivation. He distinguishes between instrumental motivation, where learners see practical uses for the language, and integrative motivation, where learners seek cultural experiences and connections. Gardner emphasizes that many learners possess a mix of both motivations, making them difficult to separate. Crucially, he argues that motivation should not be viewed merely as the reason for learning a language; rather, it is demonstrated through the effort exerted, the desire to achieve goals, and the enjoyment derived from the learning process. He asserts that the strength of one's motivation, rather than the underlying reasons, is what influences success in language acquisition. Additionally, while extensive research has focused on "integrative orientation" and its impact on learners, Gardner clarifies that it is not a form of motivation but a set of attitudes that may or may not lead to effective motivation. Integrative orientation can exist without the driving force of motivation.