Motivational Factors Affecting the Foreign Language Learning Process of Adults
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https://doi.org/10.5281/zenodo.13765878Keywords:
Motivasyon, Yetişkin Eğitimi, Andragoji, Yabancı Dil Eğitimi, Yaşam Boyu ÖğrenmeAbstract
This study aims to examine the motivational factors that are effective in the foreign language learning process of adults. In the light of current research in the literature, intrinsic and extrinsic factors affecting adult learners' motivation, integrative and instrumental types of motivation, L2 Motivational Self System and the role of cultural context are discussed. The reviewed studies show that adult foreign language learners are generally intrinsically motivated, but extrinsic factors such as career development also play an important role. Cultural interest, identity formation and the desire to integrate into the language community stand out as strong motivators, especially for learners of minority languages. Research within the framework of the L2 Motivational Self System reveals that the components of the ideal L2 self, the L2 self to be, and the L2 learning experience shape adult learners' motivation. Some studies, including the concept of psychological reactance, have shown that some learners may be motivated by going against the expectations of others. Research also emphasises the critical role of the quality of the learning experience, teacher support and appropriate teaching strategies in sustaining motivation. The study reveals the importance of learner-centred, culturally responsive and experiential learning approaches to enhance the motivation of adult foreign language learners. In sum, this review highlights the multidimensional nature of motivation in adult foreign language education and offers suggestions for future research and practice. It is suggested that the dynamics of motivation in different cultural contexts be examined and the relationship between motivation and foreign language learning achievement be further explored.
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