Applied Motivational Module for EFL Learners: From Theory to Practice

Although L1 acquisition seems to be automatic and not in need of motivation L2 acquisition engine will die without motivation. While the latter is full of dramatic disparity in terms of quality and quantity of the acquired L2, the former is relatively free of significant individual variation. While motivation facilitates the operation of every other factor in SLA, it is traditionally lowered to a subcategory of individual differences to explain learner-based performance variation. Reforming the traditional categories of individual differences plus introducing the Applied Motivational Module for L2 classroom teaching/learning are the goals ahead of the present study to bridge the gap of a conceptualized learning model to meet motivational needs of the learners. With regard to the large number of motivational factors facilitating L2 attainment the present study tried to bring them under an umbrella labeled as Applied Motivational Module to provide a learnerfriendly integrative L2 learning model. Based on the findings selfmotivational, promotional, and compulsory motivational factors are the most essential factors to be observed in the model

Keywords:

applied motivational module , motivation , classroom L2 learning