第二语言学习动机理论回顾及发展
Review and Prospects of Theories of Second Language Acquisition Motivation
摘要: 动机在二语习得的过程中起着至关重要的作用，是影响二语学习者学习成效的重要因素之一。深入研究二语学习动机，既有助于教师更好地了解学生的学习需求和心理状态，从而制定更有针对性的教学策略，也有助于学习者更好地认识自我状态，从而采取更有效的学习方法，提升学习效率。第二语言学习动机研究历经了四大阶段，包括社会心理学阶段、认知–情境阶段、过程导向阶段及社会动态阶段。本文拟对各个阶段形成的理论成果进行介绍，并对动机研究中现存的问题进行反思。
Abstract: Motivation plays an important role in second language acquisition and is a critical factor influencing learning achievements of second language learners. Therefore, in-depth research on L2 motivation not only helps teachers to better understand students’ learning needs and mental states, so as to formulate more targeted teaching strategies, but also helps learners to better understand themselves, so as to adopt more effective learning methods and improve learning efficiency. In general, it has gone through the following four periods, including the socio-psychological period, the cognitive-situated period, the process-oriented process and the social-dynamic period. Following this sequence, this review introduces the main theories during each period and reflects the existing problems in this field.
文章引用：王思轶. 第二语言学习动机理论回顾及发展[J]. 现代语言学, 2024, 12(11): 195-200. https://doi.org/10.12677/ml.2024.12111000

参考文献

[1] Saville-Troike, M. (2012) Introducing Second Language Acquisition. 2nd Edition, Cambridge University Press. [Google Scholar] [CrossRef] 
[2] Dörnyei, Z. (2020) Innovations and Challenges in Language Learning Motivation. Routledge.
[3] Dörnyei, Z. (2005) The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Lawrence Erlbaum Associates.
[4] 李绍鹏, 杨连瑞. 社会动态视角的二语动机研究[J]. 山东外语教学, 2015, 36(1): 50-56.
[5] Gardner, R.C. (1985) The Socio-Educational Model of Second Language Acquisition: The Role of Attitudes and Motivation. Edward Arnold.
[6] Gardner, R.C. (2006) The Socio-Educational Model of Second Language Acquisition: A Research Paradigm. EUROSLA Yearbook, 6, 237-260. [Google Scholar] [CrossRef] 
[7] Gardner, R.C. (2019) The Socio-Educational Model of Second Language Acquisition. In: Lamb, M., Csizér, K., Henry, A. and Ryan, S., Eds., The Palgrave Handbook of Motivation for Language Learning, Springer International Publishing, 21-37. [Google Scholar] [CrossRef] 
[8] Dörnyei, Z. (1994) Motivation and Motivating in the Foreign Language Classroom. The Modern Language Journal, 78, 273-284. [Google Scholar] [CrossRef] 
[9] Noels, K.A., Lou, N.M., Vargas Lascano, D.I., Chaffee, K.E., Dincer, A., Zhang, Y.S.D., et al. (2019) Self-Determination and Motivated Engagement in Language Learning. In: Lamb, M., Csizér, K., Henry, A. and Ryan, S., Eds., The Palgrave Handbook of Motivation for Language Learning, Springer International Publishing, 95-115. [Google Scholar] [CrossRef] 
[10] Hennebry-Leung, M. and Gao, X. (2022) Language Learning Motivation in a Multilingual Chinese Context. Routledge. [Google Scholar] [CrossRef] 
[11] 秦晓晴. 第二语言学习动机研究及其存在的问题[J]. 外语教学, 2003, 24(3): 16-19.
[12] Dörnyei, Z. (2009) 2. The L2 Motivational Self System. In: Dörnyei, Z. and Ushioda, E., Eds., Motivation, Language Identity and the L2 Self, Multilingual Matters, 9-42. [Google Scholar] [CrossRef] 
[13] Csizér, K. (2019) The L2 Motivational Self System. In: Lamb, M., Csizér, K., Henry, A. and Ryan, S., Eds., The Palgrave Handbook of Motivation for Language Learning, Springer International Publishing, 71-93. [Google Scholar] [CrossRef] 
[14] Ushioda, E. (2009) 11. A Person-In-Context Relational View of Emergent Motivation, Self and Identity. In: Dörnyei, Z. and Ushioda, E., Eds., Motivation, Language Identity and the L2 Self, Multilingual Matters, 215-228. [Google Scholar] [CrossRef] 
[15] Larsen-Freeman, D. (2017) Chapter 1. Complexity Theory: The Lessons Continue. In: Ortega, L. and Han, Z., Eds., Language Learning & Language Teaching, John Benjamins Publishing Company, 11-50. [Google Scholar] [CrossRef] 
[16] Hiver, P. and Papi, M. (2019) Complexity Theory and L2 Motivation. In: Lamb, M., Csizér, K., Henry, A. and Ryan, S., Eds., The Palgrave Handbook of Motivation for Language Learning, Springer International Publishing, 117-137. [Google Scholar] [CrossRef] 
[17] The Douglas Fir Group (2016) A Transdisciplinary Framework for SLA in a Multilingual World. The Modern Language Journal, 100, 19-47. [Google Scholar] [CrossRef] 
[18] 周洲, 赵蓉晖. 家庭语言规划视域下的二语动机变化——基于动态系统理论的历时研究[J]. 外语研究, 2023, 40(3): 52-58+80.
[19] 戴运财, 于涵静. 复杂动态系统理论视域下二语动机变化的回溯研究[J]. 现代外语(双月刊), 2022, 45(3): 357-368.
[20] 朱殿勇, 胡竹. 应试学习者的英语写作定向动机流研究[J]. 外语学刊, 2024(4): 79-89.
[21] Lu, Y. and Ke, C. (2023) Bilingual Heritage Language Learning in China: Applying the Douglas Fir Group’s Transdisciplinary Framework. The Modern Language Journal, 107, 922-943. [Google Scholar] [CrossRef]