Self-Determination Theory as a framework for L2/ESP motivation¶

Theory · All theories
Evidence · 4 claims (4 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

SDT is a broad framework distinguishing intrinsic motivation (knowledge, accomplishment, stimulation subtypes) from extrinsic motivation subtypes ranked along a continuum of self-determination (external, introjected, identified regulation), plus amotivation. The article uses it as the theoretical basis for a questionnaire measuring Chinese ESP learners' motivations, arguing it "offers a parsimonious, internally consistent framework for systematically describing many different orientations in a comprehensive manner". It holds that "Conditions supporting the individual’s experience of autonomy, competence, and relatedness, which are described as the three basic needs, are argued to foster the most volitional and high quality forms of motivation and engagement for activities".

Design Implications¶

Context¶

Requirements¶

• The three basic needs of autonomy, competence and relatedness must be supported by the social context to foster volitional, high-quality motivation

Constraints¶

• The author notes the generalizability of the SDT framework to other socio-cultural or socio-educational contexts needs consideration

Target Learners¶

• Chinese non-English-major college students learning ESP

Target Learning Objectives¶

• Sustained motivation and engagement in ESP learning

Claims¶

• Sdt Seven Factor Esp Motivation Structure [+M]
• Mixed Motivation Certificate Not Supported [+M]
• Chinese college ESP learners show high amotivation-subscale, external-regulation, identified-regulation and intrinsic (knowledge, accomplishment) item means [+M]
• Introjected regulation was low among Chinese ESP learners except for an identity-maintenance item [+W]

Related Theories¶

• Gardner's Integrative-Instrumental model and its context-dependence
• SDT motivation continuum: four forms of extrinsic motivation varying in autonomy
• SDT motivational spectrum from amotivation through four extrinsic regulations to intrinsic motivation
• Self-Determination Theory
• Self-determination theory framework of intrinsic and extrinsic motivational orientations for L2 learning
• Internalization-based mapping between SDT motivation types and L2MSS self constructs
• Social-psychological construct framework for Foreign Language Classroom Anxiety

Examples¶

• SDT-based Chinese-language ESP motivation questionnaire (adapted LLOS-IEA)
• Autonomy-supportive ESP teaching strategies to foster motivation

Key Sources¶

• Liu, L. (2016). Why Do Chinese College Students Learn ESP: An Analysis of Language Learning Motivations within SDT Framework. English Language Teaching, 9(4). https://doi.org/10.5539/elt.v9n4p92