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Although in the time domain, and the

Although there
is plenty of research that shows positive relationship between attainment and
motivation, it is not free from limitations and criticism. In complex dynamic
systems theory (CDST) literature it has been argued that a generalization about
the interaction of variables across individuals is not warranted when we
acknowledge that language development is essentially an individual process
(Molenaar, 2015).

Dornyei argues
that IDs are not distinctly definable, not stable, and not monolithic; in
addition, they are strongly dependent on time and context. (Dörnyei, 2009)

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The variable
nature of IDs over time was also found in a study by Wan- ninge, Dörnyei, and
de Bot (2014) on motivational dynamics during a Spanish lesson. Even at a short
timescale, which was the focus of their study (5-minute steps), motivation was
highly variable and showed unique patterns of variability for different
individuals in their study. We can conclude from these studies that IDs change
over time at different timescales. And it is also argued that the research works that study groups of
learners would provide different results than the ones that study individuals.
And, the resultsalso vary across time.

Although
innovations in statistical techniques are developing, most statis- tics
currently used do not allow for generalizations across variables ( like
motivation) for different individuals in the time domain, and the analysis used
is essentially a choice between either of the two dimensions. Molenaar argues
that there is no relation between results obtained in statistical analyses on
group data at one moment in time and an individual’s development as it emerges
over time, so data on the in- teraction of variables based on groups of
individuals at one point in time cannot say anything about individual
development over time and vice versa. Since most IDs have been demonstrated to
be unstable and change over time, the analysis of variation will need to be
complemented by analyses of variability over time. (No.33)

7.      Conclusion

Motivation
plays a significant role in the second language learning. It does not only
provide with the reason to start learning L2 but, it is a driving force and it
continues to

 

work
through the whole process of learning the TL. Dornyeis’s L2MSS is very much
relevant to the dynamic and multi-dimensional nature of motivation. As such
this approach deserves serious study in SLA.

 

 

 

 

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