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Motivation in action: A process model of L2 motivation1
Zoltán Dörnyei and István Ottó
As part of a long-term project aimed at conducted on what motivation is—the em-
designing classroom interventions to phasis in both theoretical and empirical
motivate language learners, we have work on motivation has traditionally been
searched for a motivation model that placed on identifying various influential
could serve as a theoretical basis for the motives and validating motivational theo-
methodological applications. We have ries. Consequently, as Good and Brophy
found that none of the existing models (1994) summarise, “motivation [in the
we considered were entirely adequate classroom] did not receive much scholarly
for our purpose for three reasons: (1) attention until recently, so that teachers were
they did not provide a sufficiently forced to rely on unsystematic ‘bag-of-
comprehensive and detailed summary of tricks’ approaches or on advice coming from
all the relevant motivational influences questionable theorizing” (p. 212). It must be
on classroom behaviour; (2) they tended noted that there have been a number of
to focus on how and why people choose exceptions to this generalisation (e.g.
certain courses of action, while ignoring Brophy, 1987, 1998; Burden, 1995; Good
or playing down the importance of Brophy, 1994;
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