Reductionism, activity theory, and L2 motivation research: Toward new concepts and definitions

Abstract

This paper focuses on the theoretical foundation of second language

(L2) learning motivation from a Vygotskian Activity Theory (AT)

perspective. In general, previous L2 motivation research adopted either

psychometric or sociological approaches, which have not fully considered

the mediational process between individual learners and their

meaningful environments. Since L2 motivation reflects learners

histories and sociocultural contexts, it is crucial to approach this from

an AT perspective. After critiquing current L2 motivation research

using Valsiner and van der Veers (2000) argument of

downward/upward reductionism, I introduce the notion of L2

motivation as social mediation and discuss the applicability of AT to

motivation research. L2 learning motivation is defined as an L2

learners realization of the personal significance of an L2–related

activity. It is argued that a learners L2 learning motive can be

transformed into motivation when the learners initial motive to learn

an L2 integrates with specific goal(s) and physical or imaginary

participation.