Motivation

As far as motivation is concerned, it should be taken into account the different elements constituting it. As already mentioned above, the extrinsic motivation is linked to external pressures and benefits, whereas the intrinsic one is the response to an inner desire (Gardner and Lambert in Daloiso, 2007, 9). Moreover, as far as second-language learning is concerned, it is fundamental the dyad instrumental-integrative motivation. On one hand, the instrumental motivation refers to a positive return from a professional perspective, on the other hand the coexistence and integration of different cultures is the aim of the integrative component of motivation. I briefly analyse how such components prove to be essential in the learning process, with the aim of a successful language acquisition.

Question 20: I study Italian for professional reasons

AGREE NEUTRAL DISAGREE

21 9 4

62% 26% 12%

83

From the responses to question number 20, the great majority of learners tend to consider the Italian learning process to be an excellent means to get a job and satisfy their will of economic self-sufficiency. Moreover, having a job might be seen as a challenge to themselves and a demonstration of responsibility and willingness for the surrounding people. The nature of motivation driving the participants, in this case, is both extrinsic and instrumental, because of the external outcome of a job.

Question 21: I like Italian language and culture

AGREE NEUTRAL DISAGREE

27 5 2

79% 15% 6%

In a different way, sentence number 21 refers to the intrinsic motivation that drives the second-language learners. It is far more efficient than the extrinsic one, as it is not linked to external factors but only to the inner forces of the individual. The responses to the question prove that the learning process is driven not only by external pressures, but is also based on pleasure, assuring a stable and durable acquisition. Here the focus is set mostly on the Italian culture, considered to be more interesting than formal and morphological aspect of the language. However, there is a strong connection between the target culture and the language by which it is conveyed.

Question 22: I am forced to study but I do not like it

AGREE NEUTRAL DISAGREE

10 4 20

29% 12% 59%

Opposite to the previous question, here the learning process is seen only as a duty, moved by extrinsic factors that do not stimulate the interest of the learner. As discussed in the first chapter, immigrants have both rights and duties, and the acquisition of the second language is a key point of their obligations. However, the responses deny the absence of need and pleasure factors besides duty.

84

Question 23: I would like to learn Italian in order to feel less “different”

AGREE NEUTRAL DISAGREE

22 9 3

65% 26% 9%

A strong sense of willpower prevails, and two main data emerge. On one hand, it comes to light the sense of diversity felt by the respondents, aware of the required effort in order to delete all the prejudices and be accepted by the natives. On the other hand, they are aware of the importance of the Italian language as a means of integration into the local community. Therefore, it comes out the force of the integrative motivation, aimed at the integration with a different way of life and a different language, being characterized by cultural meanings itself. In a similar way, in the following question it is explicit the wish of being part of the new community through the Italian learning process, but also the need that drives the participants to learn the new language in order to accomplish basic purposes such as communicating with surrounding people.

Question 24: I would like to learn Italian in order to communicate with native people and integrate myself into the Italian community

AGREE NEUTRAL DISAGREE

28 4 2

82% 12% 6%

Question 25: I study Italian because I would like to be able to share my experience and express my feelings

AGREE NEUTRAL DISAGREE

28 5 1

82% 15% 3%

The last question of the section is probably the most interesting when handling with self-narration and the necessity of the participants to express their own feelings. The 82%

of responses agree with the sentence, proving once again the necessity of talking felt by

85

the learners. Not only do they aim to communicate, but also to share their experience and express their emotions. In this case, the need is not driven by external pressures, but rather by the inner desire of narrating themselves, telling their past stories, present life and future desires.

As far as motivation is concerned, we can assume that all the components are present in the second-language learning process. First of all, the instrumental motivation is discussed, with a high percentage of participants considering the local language as a key element to get a job and succeed in their career. Later, the integrative motivation aims at the assimilation of the immigrants into the local community, thus it represents one of the main goals of their learning process, trying to smooth over the differences between the newcomers and the natives and working towards an intercultural reality. It should not be forgotten, then, that a component of extrinsic motivation, is present as well. However, what means here is that duty is not the greatest source of motivation for learning, as it does not consider a deep language acquisition, but rather a superficial learning. Lastly, the most fundamental type of motivation, which is the only one that would last in time and assure a consistent acquisition, is the intrinsic one, based on the pleasure to learn something new and an inner desire. In my opinion, the learners’ wish of expressing their own feelings and telling their past experience is not to be considered a need, based on external goals, but it is rather linked to pleasure, being an inner desire of sharing.