Instrumental Motivation

Unlike integrative motivation, instrumental orientation stresses the pragmatic aspects of learning a second language, without any particular interest in communicating with the second language community (Gardner, Smythe, and Brunet 1977, p. 244, cited from Spolsky, 2003).
Motivations in SLA
----- By（Cindy）
Definition

Motivation is an internal process that stimulates an individual's activity and helps them to maintain the effort to realize their expected goal. Its main elements are goal setting, initiation of internal drive, and maintenance of reasonable level of effort.

Both integrative and instrumental motivations are essential to successful learning. But integrative motivation has been found to sustain long-term success when learning aylor, Meynard and Rheault 1977; Ellis 1997; Crookes et al1991, cited in Norris-hot, 2001). That is, the students who are most successful when learning a target language are those who like the people that speak the language, admire the culture, and have a desire to become familiar with or even integrate in to the society in which the language isused (Falk,1978,cited in Norris-hot, 2001).
Classification
Integrative
Motivation Instrumental Motivation
Integrative Motivation
First, achieve the goal. Integrative motivation is a composite construct Second, expends effort to learn the language. made up of three main components: Integrative orientation is a" motivation In the the motivated context of school, these attitudes to learn Third, integrativeness, attitudes towards the learning a second language because of teacher, positive feelings could be directed towards the the individual will enjoy the task situation, and motivation (as isshown in Table 1). course in general, one'sthat classmates, toward the community speaksthe that of learning the language. course materials, extra-curricular activities language" (Gardner,1985, p. 82-3). associated with the course, etc.

Yet some studies have failed to find any relationship between integrative motivation and L2 linguistic achievement (Oller, Baca and Vigil, 1977;Oller and Perkins, 1978; Chihara and Oller, 1978,ci-ted inManfredWuMan-Fat,2005).

“Motivation to learn a second language is influenced group related and context related attitudes, integrativeness and attitudes toward the learning situation respectively.” ---- Gardner

the purpose : utilitarian
such as meeting the requirements for school or university graduation, applying for a job, or qualifying for higher pay.
Some Further Studies

Some studies have found that instrumental motivation and other types of motivation affect L2 linguistic achievement ( Laine, 1981; Gardner and MacIntyre,1991; D rnyei, 1990; Lambert et al., 1968; Burstall,1975; Gardner, 1996,cited in Manfred Wu Man-Fat, 2005).