Motivation to Learn L2 Pragmatic Features

Daniel Márquez

doi:10.31261/TAPSLA.17982

Published: 2026-06-29

Vol. 12 No. 1 (2026)

Motivation to Learn L2 Pragmatic Features

Daniel Márquez

Section: Articles

https://doi.org/10.31261/TAPSLA.17982

Abstract

Motivation has been extensively researched in second/foreign language (L2) learning, yet its impact on pragmatics acquisition remains underexplored. This nine-week mixed-methods study aimed to address this gap by examining how motivation to learn L2 pragmatic features fluctuates over time whilst identifying factors that may influence these changes. Thirty-seven Czech secondary school learners of English participated, completing a trait motivation questionnaire before and after instruction. Additional data were collected through follow-up interviews and motometers during lessons on suggestion-making. The findings confirmed the dynamics and multidimensionality of motivation, shaped by individual factors, classroom activities, teaching methods, and the relevance of pragmatic content. Motivation varied significantly within and between lessons, driven by both internal and external stimuli. As learners developed a deeper understanding of pragmatics, their motivation increased, enhancing their ability to use English appropriately. The study concludes with recommendations for L2 teaching practices and future research on motivation in pragmatics learning.

Keywords:

second language motivation , motivation dynamics , pragmatics learning , speech acts , suggestions , classroom-based research

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Márquez, D. (2026). Motivation to Learn L2 Pragmatic Features. Theory and Practice of Second Language Acquisition, 12(1), 1–28. https://doi.org/10.31261/TAPSLA.17982

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Vol. 12 No. 1 (2026)
Published: 2026-06-30

ISSN: 2450-5455

eISSN: 2451-2125

10.31261/tapsla

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Motivation to Learn L2 Pragmatic Features

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Daniel Márquez

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