摘要
This article reviews three decades of empirical research and theorizing on motivation in the field of second/foreign language acquisition (SLA). Three broad aspects are examined: 1) the nature of L2 learning motivation, i.e. the definition problem; 2) the classification of L2 learning motivation; and 3) L2 motivation research in the 1990s. New features of L2 learning motivation research are discussed and followed by potential directions for future research. The article argues for the need for more theorizing and more empirical research on task- and situation-specific motivation as opposed to general L2 motivation. An urgent call for research along contextual dimension is also stressed. In particular, Asian learners, a group with distinct L2 motivation, warrant much more unbiased attention.
This article reviews three decades of empirical research and theorizing on motivation in the field of second/foreign language acquisition (SLA). Three broad aspects are examined: 1) the nature of L2 learning motivation, i.e. the definition problem; 2) the classification of L2 learning motivation; and 3) L2 motivation research in the 1990s. New features of L2 learning motivation research are discussed and followed by potential directions for future research. The article argues for the need for more theorizing and more empirical research on task- and situation-specific motivation as opposed to general L2 motivation. An urgent call for research along contextual dimension is also stressed. In particular, Asian learners, a group with distinct L2 motivation, warrant much more unbiased attention.
出处
《盐城师范学院学报（人文社会科学版）》
1999年第4期112-117,共6页
Journal of Yancheng Teachers University（Humanities & Social Sciences Edition)
