Cognitive Factors Underlying Motivation in Second Language Learning

Abstract

This paper attempts to examine the cognitive processing underlying motivation in second language learning and to identify some interventions represented by the process. Two cognitive elements of motivation are studied: a sense of personal control, which is essential for effective learning to take place; and a sense of ought, which leads the learner to recognize the desirability of studying. The rationale for this approach lies in the assumption that ongoing motivation is critical to learning, and that this motivation is the result of effective interventions that can presumably be taught to any second language learner for positive progress modification. Interventions that have proven successful in modifying a sense of personal control include some cognitive and metacognitive skills, as well as learning techniques. Carefully designed awareness exercises involving the number of ought arguments may be consciously employed to facilitate a sense of ought, encouraging greater diligence in studies.