When considering all of the aspects that influence learning a foreign or second language, motivation appears to be a critical factor in determining learners’ acquisition progress and resulting in different outcomes. The authors offer a review of a wide variety of approaches in motivational theory. Starting with R. Gardner’s motivation theory, Z. Dörnyei points out that its core concepts, the ‘integrative’ elements, which have been used to explain the underlining mechanism of the variation in ‘language learners’ motivational disposition and motivated learning behavior’ may be extended to include new concepts and interpretations. Z. Dörnyei then introduces three influential cognitive theories of motivation: self-determination theory (SDT), attribution theory and goal theories, plus, from the realm of neurobiological science, J. Schumann’s theory of ‘stimulus appraisal’. Specifically, a situated approach with emphasis on the classroom environment is presented, subdivided into three directions: ‘willingness to communicate (WTC)’, ‘task motivation’ and ‘motivation and learning strategy use’. A process-oriented approach is also proposed to account for the time element in motivation. Furthermore, Z. Dörnyei analyses the isolation of L2 motivation research from SLA research, which has been caused by various historical reasons, and indicates possibilities for integrating the two domains by shifting the focus and combining the scope of research.
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