Language learning is a growth area for SDT and we are starting to see it applied to more and more contexts. The advantage it has over other frameworks for measuring language learning motivation is that it focuses on the individual learner and their environment, without pre-supposing any engagement with the target language community. This is particularly important in compulsory learning contexts, where learners may not have any expectations around this. The focus within SDT is on the learning itself, on the environment in which this takes place, and on how these things satisfy learners’ basic psychological needs. We know from studies in a whole range of contexts, with a variety of different languages and types of learner, that where basic psychological needs are satisfied, students are more engaged and more likely to continue with their studies, and the better they are likely to achieve success. Similarly, the more that undertaking the learning activity is aligned with their own beliefs and values (the more important they consider it to them), the better the outcomes.
What does this mean in practical terms? It means that choice is important, and when learners choose to undertake language study, they are more likely to succeed. The key, in SDT terms, is that they perceive a sense of autonomy in relation to their learning. It also means that the role of the teacher is critical in supporting learners’ sense of autonomy, building positive working relationships in the classroom and helping learners feel competent. They may do this by providing appropriate structure. SDT studies show how this has worked for young, adolescent and adult learners, with learners of English, foreign languages and heritage languages, and in Eastern and Western contexts.
(2003) Best of Language Learning (Supplément S-1): Attitudes, Orientations, and Motivation in Language Learning
Why are you learning a second language? Motivational orientations and self-determination theory
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