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2.Gardner'sSocio-EducationalModel

TheworkconductedbyGardnerintheareaofmotivationwaslargelyinfluencedbyMowrer(1950,),whosefocuswasonfirstlanguageacquisition.Mowrerproposedthatachild'ssuccesswhenlearningafirstlanguagecouldbeattributedtothedesiretogainidentitywithinthefamilyunitandthenthewiderlanguagecommunity.UsingthisasthebasisforhisownresearchGardnerwentontoinvestigatemotivationasaninfluencingfactorinacquisition.

Beforeexaminingtheeffectofmotivationonsecondlanguagelearningitisfirstimportanttorealisethatitisonevariable,which,combinedwithotherfactors,influencesalearner'ssuccess.Gardner(1982),inhissocio-educationalmodel,identifiedanumberoffactorswhichareinterrelatedwhenlearningasecondlanguage.Unlikeotherresearchcarriedoutinthearea,Gardner'smodellooksspecificallyatsecondlanguageacquisitioninastructuredclassroomsettingratherthananaturalenvironment.Hisworkfocusesontheforeignlanguageclassroom.Themodelattemptstointerrelatefourfeaturesofsecondlanguageacquisition.Theseincludethesocialandculturalmilieu,individuallearnerdifferences,thesettingorcontextinwhichlearningtakesplaceandlinguisticoutcomes(Gardner1982).

Thesocialorculturalmilieureferstotheenvironmentinwhichanindividualissituated,thusdeterminingtheirbeliefsaboutotherculturesandlanguage.Itisthesebeliefswhichhaveasignificantimpactonsecondlanguageacquisition.AnexampleofthiscanbeseeninthemonoculturalsettingofBritain,wheremanybelieveitisnotnecessarytolearnanotherlanguageandthatminoritygroupsshouldassimilateandbecomeproficientinthedominantlanguageofthecountry.Thesamecanbesaidofmanyotherpredominantlymonoculturalcommunitiesthroughouttheworld.However,inothercountriessuchasCanada,bilingualismandbiculturalism,areoftenencouragedwithinsociety(Ellis1997).Gardner(1979,citedinSkehan1993)suggeststhatexpectationsregardingbilingualism,combinedwithattitudestowardsthetargetlanguageanditsculture,formthebasisofanindividual'sattitudetowardslanguagelearning.