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 agent’s 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.