Research on Second Language Teacher Motivation: From a Vygotskian Activity Theory Perspective

Abstract

Second language (L2) teachers motivation has considerable

influence on their students L2 learning motivation, personal

satisfaction, and fulfillment. It has important influence on national

educational reform and development. Although a number of studies

have examined teachers motivation to teach, to date, few have focused

on L2 teacher motivation. Based on the limitations identified in

previous research, this paper articulates the inherent complexities of L2

teacher motivation and identifies its dynamic characteristics from the

perspective of Vygotskian Activity Theory (AT). With a concise

overview of AT, this paper elaborates on the applicability and relevance

of AT to L2 teachers motivation by emphasizing its comprehensiveness,

its inclusive nature embracing inner contradictions, and its focus on

the agents longitudinal development. By giving a novice teacher's

changes of L2 teacher motivation in Kumazawa's (2013) study, we

present the way of analyzing and synthesizing L2 teacher motivation

from a Vygotskian AT perspective.