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1、ChapterTwoLiteratureReviewTheterm'motivation5isusedbroadlyinvariouseverydayandprofessionalcontexts.Whenitcomestogivingaprecisedescriptionandexplanationofthisterm,therearediversifiedopinionsthatarequitedifferentfromeachotherinmanyaspects・2.1TheDefinitionofMotivationOnethingthatisrel
2、ativelyacceptedbymostresearchersmaybethat,ingeneral,motivationiscloselyrelatedtothedirectionandmagnitudeofhumanbehavior;specifically,motivationconcernsthechoiceofaparticularaction,thepersistenceofitandtheeffortonit.Inotherwords,motivationcontributestowhypeopledecidetodosomething,ho
3、wlongtheyarewillingtosustaintheactivityandhowhardtheyaregoingtoworkatit.ThemostinfluentialmotivationtheoryinL2(SecondLanguage)fieldwasproposedbyRobertGardner.AccordingtoGardner(1985),"motivationpropersubsumesthreecomponents:motivationalintensity;desiretolearnthelanguage;andattitude
4、stowardslcamingthelanguage.Thus,inhisview,'motivation'referstoakindofcentralmental'engine5or'energy-center'thatsubsumeseffort,want/will(cognition)andtask-enjoyment(affect).GardnerarguesthatthesethreecomponentsbelongtogetherbecausethetrulymotivatedindividualdisplaysallthreeM(Dornyei
5、,2(X)5:49).GardnermadethedefinilionofmotivationinSLA(SecondLanguageAcquisition)fromtheaspectofsocialpsychology.Heheldtheviewthat“secondlanguage",essentiallydifferentfromanyothercurriculumtopic,mustberegardedasacentralsocialpsychologicalphenomenon(Dornyei,2005:49).Histheorywasdomina
6、tingin1970sand1980s,whichwaschallengedbyothertheoristsinthelate1980s.SomescholarspointedoutthatthebiggestproblemofGardner'stheorylayonitslimitationcharacterizedbyitsoveremphasisonsocialpsychologyandneglectofotheressentialaspectsoflanguagelearninginSLA,suchaseducationaldimension,and
7、soon.Atthattime,theresearchonmotivationinSLAenteredanewera[where_rnorediversified批注⑻】：此旬耍改•改•既然他们的理论有问题.你后面还以此來分studiesandmorecomprehensiveexperimentswererequiredandencouraged・Therefore,类agreatnumberofresearchersthenmadegreatefforttoreconsidertheconstructofthetermumotivation"・Forex
8、ample,DornyeiandOtto^sdefi
