Originally a doctoral dissertation, this book reports on a study that examines the relationship between achievement motivation and interlanguage (IL) fossilization among a group of middle-aged English-as-a-second-language (ESL) learners in Puerto Rico. The study aims to determine whether achievement motivation is a factor in IL fossilization, which is defined as a relatively permanent cessation of progress toward the target language.
The volume begins with a comprehensive review of the literature on the construct of achievement motivation and the phenomenon of IL fossilization. This review is well situated within the framework of SLA theories and prominent language teaching methodologies. Vujisic then moves on to describe the research methods used, including quantitative measures of achievement motivation and language proficiency of the participants, and the qualitative, semistructured interviews conducted to determine the participants’ perceptions regarding the role of motivation when dealing with IL fossilization. The methodology section details the validity and reliability of the instruments used, which enables readers to verify the authenticity of the results and allows future replication studies with different learner populations.
Results of this study show that language learners with higher achievement motivation obtained higher scores on an English proficiency test and had lower levels of IL fossilization than less motivated learners. Although this result is not surprising, it is interesting to note that this study found that IL fossilization was not permanent among the participants. It is suggested that it is possible for learners who face periodical cessation of progress in learning a second language to overcome IL fossilization if achievement motivation can be activated or reactivated.
Although the study is situated in a unique ESL environment in Puerto Rico with nontraditional ESL students, the theoretical and pedagogical implications of the study are applicable to different learning contexts. SLA researchers will find the discussion of the relationship between motivation and IL fossilization informative. Language teachers will gain useful suggestions for ways to enhance learners’ achievement motivation by following the recommendations given.
