[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589484-105":59,"doc-detail-589484-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-human-brain-does-not-need-high-levels-of-motivation-to-learn-a-foreign-language-motivation-has-had-its-day","The Human Brain Does Not Need High Levels of Motivation to Learn a Foreign Language - Motivation Has Had its Day","","This literature review argues that learning a foreign language in classroom contexts does not require high levels of student motivation. Evidence from prior research is used to distinguish the conditions under which motivation matters, showing that motivation may be crucial mainly for progress under traditional teaching methods. The review concludes that healthy human brains are capable learners when teaching practices and materials mirror natural learning experiences and when class participation is ensured, offering guidance of high value to educators.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-human-brain-does-not-need-high-levels-of-motivation-to-learn-a-foreign-language-motivation-has-had-its-day/589484/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-human-brain-does-not-need-high-levels-of-motivation-to-learn-a-foreign-language-motivation-has-had-its-day/589484.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main claim about motivation in foreign language learning?","Question",{"text":112,"@type":113},"Learning a foreign language in a classroom situation does not require high levels of student motivation when teaching practices and materials replicate natural learning experiences and participation is ensured.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"When does motivation appear to be more important?",{"text":117,"@type":113},"High levels of motivation are presented as more necessary when teachers rely on traditional teaching methods to help students make progress.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the review connect brain learning and teaching methods?",{"text":121,"@type":113},"It links how the brain learns language and language evolution to the idea that effective instruction should align with natural learning conditions, reducing reliance on student motivation alone.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589484,1792067445,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":46,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies ISSN: 2203-4714  \nVol. 7 No. 5; October 2016  \n Australian International Academic Centre, Australia  \n|  |  |  |\n| --- | --- | --- |\n|  | |  |\n| Flourishing Creativity & Literacy |  |  |\n\nThe Human Brain Does Not Need High Levels of Motivation to Learn a Foreign Language: Motivation Has Had its Day  \nKieran Green  \nOsaka Dental University, Japan  \n[E-mail: kieran_green@hotmail.com](E-mail: kieran_green@hotmail.com)  \nDoi:10 .7575/aiac.alls.v.7n.5p.70  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.7n.5p.70](http://dx.doi.org/10.7575/aiac.alls.v.7n.5p.70)  \nReceived: 14/05/2016  \nAccepted: 22/07/2016  \nAbstract  \nLanguage is nature in action and something humans do. This literature review presents evidence from the literature that suggests that learning a foreign language in a classroom situation does not require high levels of student motivation. It is instead suggested that high levels of motivation are needed to make progress when a teacher is using traditional teaching methods. It is shown that all healthy human brains are excellent at learning and using language, and high levels of motivation to learn a foreign language are not required if teaching practices and materials replicate natural learning experiences, and class participation is ensured. This work is of great importance to teachers as it demonstrates that teachers would help students more by investing their time in developing class materials than by worrying about student motivation.  \nKeywords: foreign language, cognitive linguistics, language evolution, language learnability, language usability, motivation  \n1. Introduction: motivation in foreign language learning  \nMotivation connected with learning a foreign language has a 60 year research history, with the major researchers in the field all having published in the past ten years (Gardner 2007, Deci & Ryan 2008, Dörnyei 2014) . Gardner (1985) distinguished motivational drivers as instrumental goals—the practical values of speaking the target language—and integrative goals—the desire to learn the language in order to become integrated into the target language culture. In their Self-determination Theory, Deci & Ryan (1985) divided motivational drivers into intrinsic type—doing something because it is interesting or enjoyable—and extrinsic type—doing something because it leads to a non-language outcome. While these two conceptualisations of motivation to learn a foreign language are still useful, motivation is now seen as a complex dynamic system that is constantly in flux and different for all individuals (Waninge et al. 2014) . The importance of motivation in learning a foreign language has been sacrosanct; has been unquestionable. Zoltan Dörnyei (1998) stated that,“motivation has been widely accepted by both teachers and researchers as one of the key factors that influence the rate and success of second/foreign language (L2) learning,” and “without sufficient motivation, even individuals with the most remarkable abilities cannot accomplish long-term goals, and neither are appropriate curricula and good teaching enough on their own to ensure student achievement. On the other hand, high motivation can make up for considerable deficiencies both in one's language aptitude and learning conditions.”  \nAlmost 20 years ago, that might have been true. However, researchers are still confounded by their largely unsuccessful attempts to motivate students in the language classroom (McEowna & Takeuchib 2010, 2014, Thurman 2013) . Some interesting work did show that is was possible to motivate students (Guilloteaux & Dörnyei 2008), but the research methods employed were questioned (Ellis 2009) although later defended (Guilloteaux & Dörnyei 2009) . In this literature review, I seek to assess the importance of motivation for learning a foreign language by looking at how the brain learns language, how language has evolved to be learnt and assessing to what extent currently prevalent teach","cbCaigzr3XFZwCbQ","https://ap.wps.com/l/cbCaigzr3XFZwCbQ","pdf",237477,"English","# Introduction: motivation in foreign language learning\n## Motivation research history and theoretical frameworks\n## Limits of classroom motivational approaches\n# Language is a naturally occurring phenomenon\n## Language evolution and brain constraints\n# How the Brain Learns Foreign Languages as Relating to Teaching Methods","[{\"question\":\"What is the main claim about motivation in foreign language learning?\",\"answer\":\"Learning a foreign language in a classroom situation does not require high levels of student motivation when teaching practices and materials replicate natural learning experiences and participation is ensured.\"},{\"question\":\"When does motivation appear to be more important?\",\"answer\":\"High levels of motivation are presented as more necessary when teachers rely on traditional teaching methods to help students make progress.\"},{\"question\":\"How does the review connect brain learning and teaching methods?\",\"answer\":\"It links how the brain learns language and language evolution to the idea that effective instruction should align with natural learning conditions, reducing reliance on student motivation alone.\"}]","The Human Brain Does Not Need High Levels of Motivation to Learn a Foreign Language - Motivation Has Had its Day | PDF"]