A Research Proposal submitted in partial fulfillment of the degree requirement of BS

Applied Linguistics

Virtual University of Pakistan

DECLARATION CERTIFICATE

I hereby declare that all of the efforts I made for this research were unique and entirely me. This
work does not include any plagiarism.
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Objectives of the Study:

To take a look at just how etymological resemblances and also distinctions in between a student's
indigenous language (L1) coupled with target 2nd language (L2) effect the student's inspiration
to get the last, this research intends to analyze the possible advantages and also obstacles to L2
students' desire to find out that might occur from the common language attributes of vocabulary,
grammar, and phonology in between L1 and L2.
It likewise examines exactly how the language framework variants in between L1 and L2 might
impact students' perceptions of the problem of discovering L2 and their inspiration to stand firm.

 To examine just how the students' L1 history's social as well as social aspects affect their
inspiration for L2 knowing. This task checks out exactly how learners' social and social
identifications—created by their L1 background—impact their inspiration to examine L2.
It looks to check out just how learners' perspectives in the direction of their L1 and also
L2 societies, their ideas concerning language understanding, as well as their social media,
affect their inspiration to participate in the L2. This objective likewise checks out exactly
how the understanding setting consisting of the sources plus training approaches can be
customized to think about the social as well as social selection of the trainees and also
enhance their excitement to discover a language.
1. Research Questions and Hypothesis:
The interaction effect of L1 background and L2 motivation on SLA is relatively complex,
and some issues are yet to be addressed properly. In order to gain a detailed insight into the
relationship between these two variables, some research questions and hypotheses can be
addressed: They aimed to investigate the impact of different L1 dimensions on the L2
motivational self-system, examining unique factors affecting it and providing implications
for pedagogical practice.

Research Questions:

How does L1 background influence the motivation to learn a second language?

This question seeks to understand the overarching impact of L1 on L2 motivation. It

considers both positive and negative influences, including how linguistic similarities or
differences, cultural attitudes, and prior educational experiences shape learners’
motivation.

Which factors cause some people to live this way? How is this encouraged by
culture?

This question requires a greater understanding of the specific areas L1 influences. It

mainly considers aspects like language transfer, perceived complexity, cultural proximity,
and identity as far as motivational levels are concerned.

What are the differences in intrinsic and extrinsic motivational factors between
learners with different L1 backgrounds?
 This identifies whether the motivation is intrinsic (internal desire such as interest and
enjoyment) or extrinsic (external reward such as grades and job opportunities). In this
way, it investigates L2 motivation in relation to diverse learners' L1 backgrounds.

To what extent and how can L1-influenced strategies help educators enhance the
motivation of L2 learning?

Therefore, the question at hand is rather heuristic and looks for what effective
pedagogical techniques might have positive effects on L2 motivation that we can
capitalize on by using the connections to L1. The review discusses methods to improve
motivation through intrinsic and extrinsic incentives.

Hypotheses:
1. The incentive for adopting a new language may be a boost to your hope from the
background of your first language.

Hypotheses: High motivation levels will be exhibited by learners with high linguistic similarity
between L1 and L2 due to ease of learning, and low motivation will be exhibited by those with
low similarity between L1 and L2 due to perceived difficulty.

Rationale: A smooth transition of language from the first to the second can create high levels of
confidence and motivation. Conversely, marked differences between the two can be a stumbling
block that leads to frustration and loss of motivation. The findings of Dornier's work in 2005 and
Gardner's study in 1985 point out that perceived complexity of a language affects one's
motivation levels significantly.

1) "Students from diverse cultural and linguistic backgrounds exhibit different levels
of motivation that are both intrinsic and extrinsic."

Hypotheses: Learners from L1 backgrounds showing a high cultural value of bilingualism have
higher intrinsic motivation than those from backgrounds with an emphasis on the practical
benefits of L2 learning, who have higher extrinsic motivation.

Rationale: The urgency of some secondary motivation types embraces cultural attitudes toward
L2 learning Use. Referencing to Deci and Ryan Self-Determination Theory (2000), MSL is
intrinsically motivated as they enjoy language learning as a part of self-satisfaction and self-
fulfillment more in those cultures where value language learning for personal satisfaction. While
extrinsic motivation is fostered by rewards, it might be especially strong in the cultural settings,
where L2 learning is associated with, for instance, better opportunities for employment or
education.

2) Specific motivational factors, such as perceived difficulty and cultural affinity, are
closely linked to L1 background.

Hypotheses: "Fellow learners who hail from the same community and have the same dialect
experience the second dialect as more simple and important as compared to those whose dialects
between them vary so much, leading to more processes tendencies."
Rationale: Perceived difficulty and cultural affinity are crucial factors in motivation. The
Contrastive Analysis Hypothesis (Ludo, 1957) suggests that linguistic differences can predict
areas of difficulty. Cultural affinity, or the learner’s identification with the L2 culture, also plays
a significant role in motivation, as highlighted by Gardner’s integrative motivation concept.

3) Tailored educational strategies that consider L1 influences can enhance L2 learning

motivation.

Hypotheses: Educational strategies that leverage positive L1 transfer, address L1-related

challenges, and incorporate culturally relevant materials will significantly improve L2 learning
motivation.
Rationale: In developing pedagogical strategies that are more effective, teachers should take the
first language of the students into account so as to promote motivation. Thus, instructors in this
field have room for improvement, such as working under the assumption that their students are
capable of functioning as agents in the context of their learning experiences, regardless of their
proficiency levels. According to research done by Unshod (2011), context plays a crucial role
when it comes to’ motivation, meaning that generalized teaching methods cannot be applicable
across the board.
 1. Statement of the Problem:
Developing an L2 has various factors that facilitate or hinder the learner, and the L1 plays a
crucial role in this process. It can therefore be seen that the knowledge of potential L1
background influences on the L2 learning motivation plays a vital role in trying to establish the
best language learning teaching strategies and consequently the learner achievement. This
research will attempt to investigate this relationship firmly and in detail especially among
intermediate level learners of the District Chakwal area.

Background and Issues:

L2 motivation like any other motivation is considered as a multi-dimensional construct made up
of both personal interest and community or societal pressure or values. The motivational
dynamics of users thus depend on a number of factors in the bilingual and multilingual
environments, with the L1 background being an important factor. In concern with L1 influence
on L2 acquisition, it is evident that linguistic, cognitive and socio-culturally, different aspects of
L1 affect the degrees of difficulty learners encounter in learning an L2. For instance mobility of
letters, words and phrases, phonemic and syntactical patterns of a L1 and L2 are either beneficial
or a barrier to the learning process. In addition, learners’ cultural beliefs on learning foreign
languages and importantly the perceived relevance of the L2 also an influential component in the
motivation of language learning among the learners. Nevertheless, remarkably, the effect of L1
background on L2 motivation has not been discussed elaborately in both the contextual and
empirical literature except to identify that it has an impact in District Chakwal. That is why it is
possible to observe here the specific dynamics as a result of the interaction of different languages
and cultures. The district’s educational system is linguistically diverse, which means there are
many L1s that the students come from and can provide a plethora of knowledge about MOT. The
authors highlight the fact that the district has a diverse linguistic population, which means that
there is a plethora of first languages that students in the district come from and may offer insight
into the motivational process at work.

Research Focus:
Therefore, the main research question upon which this study will focus lies in assessing how
aspects of the L1 background affect L2 learning motivation amidst the intermediate level
students of District Chakwal. This entails focusing on the relationships between the main and
second languages, the motivation level, cultural perception towards the first and second
language, and the educational background concerning the first language learned. In this way, the
present study seeks to add to the current knowledge of the factors that affect motivation in
second language learning to offer a clearer picture of the phenomenon and offer guidelines on
how to enhance learners’ motivation in the classroom.

Linguistic Influences on Motivation:

Phonological, syntactic, and vocabulary profile of the L1 do influence the motivation towards the
acquisition of L2. Positive transfer happens when the knowledge and skills learned in L1 are
beneficial and help the learner to improve his/her performance in L2 by raising his /her
confidence levels. For instance, a student who belongs to a Punjabi-speaking should feel
motivated to learn Urdu cause the language bears some form of resemblance to his kind of
language. On the other hand, negative transfer, which results from different L1 and L2, can
hamper learning process and create such adverse effects as frustration and low motivation. It is
thus relevant to identify these linguistic effects in order to adequately design teaching
interventions that would address the potential issues of negative transfer and build on positive
transfer in the motivation context.

Cultural and Societal Influences:

The analysis of the attitudes towards languages helps to understand the role of pupils’
motivation. These elements can be best exemplified in District Chakwal of Pakistan where
different languages coexist and thus societal attitude towards certain languages may either
enhance or hinder learners’ motivational readiness to learn an L2. For instance, English has been
widely regarded as the language that connotes power, wealth and learning hence learners will
definitely expend effort in mastering this language. On the other hand, if education is provided in
regional languages then students are less likely to feel the worth of learning public languages and
this will negatively impact motivation. It is with the understanding of such cultural & societal
factors that we can perhaps gain better perception as to how tutors can shift the thought process
of the learners in the right way – towards the acquisition of an L2.
Educational and Cognitive Influences:
Factors like the amount and quality of the L1 education, actual language instruction, and
opportunities to be in various Bilingual/ Multicultural settings also affect the motivation of L2.
In essence, learner motivation to gain education in an L2 is a function of prior experiences in L1
education that has been received positively. Furthermore, cognitive aspects played an important
role in L2 motivation that was positively impacted by bilingual education in regards to
metalinguistic awareness. Studying these educational and cognitive factors will allow finding out
practices promoting accomplishment of L2 learning.
Aims of the Study:
The study aims to achieve the following objectives:
Identify the Linguistic Influences: Investigate the ergonomic factors lodged with the L1 and L2
phonology and syntax, and vocabulary on L2 learner’s motivation.

Analyze Cultural Attitudes: First you might want to review how different culture share L1 and
L2 attitudes influence learners’ motivation.

Assess Educational Experiences: Examine the part of the previous study experiences with first
language in influencing the second language learning motivation.

Develop Educational Strategies: Discuss useful recommendations as to how L2 motivation

may be promoted by means of L1 influences taken by educators.

2. Significance of the Study:

Since L1 plays an important role in dealing with L2, it is crucial for educators, policymakers, as
well as the SLA researchers to comprehend its impact on the motivation level of a learner
towards learning L2. The value of this study is in the area of improving practice, understanding
theory, and with implications for policy and practice, a field that relates very well to the
education system and practice in the multilingual context of District Chakwal. The following will
show how this research will be relevant in understanding certain facets of innovation efforts.
1. Educational Implications:
A. Tailoring Instructional Strategies: This brief review of literature demonstrates that one of
the major advantages of this study is that it can contribute to identifying instructional practices.
In light of this argument, it is possible to say that when the connection is made between L1 and
L2 motivation, then the educators will be able to develop better curriculums which will work
with the strengths and avoid the choices of other L1 types. For example, acknowledging that the
familiar use of L1 to understand the L2 can foster confidence and motivation, the teacher should
be in a position to design teaching and learning resources with such similarities. On the other
hand, there are cases where the differences in language our large so, applied measures and
special interventions that may negatively influence learning can be provided.
B. Enhancing Learner Engagement: Motivation is directly related to learners’ engagement in a
given course. Findings of this study will provide information with to the educators on how best
to promote engagement by taking into consideration CI&L. For instance, the use of local content
as well as examples to help in the understanding of different concepts in any course can help
student to learn more easily. Appreciating cultural perceptions of language learning can also
contribute to ensuring teachers embrace positive perception towards L2 with students with a
view that L2 is valuable and easy to be achieved.
C. Supporting Diverse Learners: As it is conversed, District Chakwal is a multilingual area;
therefore, students speak various languages at school. This research will give educators a better
perspective of how these backgrounds influence motivation and individual student so that they
can help each learner sufficiently. For instance, what will be effective for students from Punjabi
language background may not be as effective for students from Passat To language background?
Systems have to be set in place to make a special consideration for the students’ linguistic and
cultural endowment.

2. Theoretical Contributions:
A. Expanding Motivation Theories: The study will advance the various theories in language
learning motivation particularly in support of the areas which include, the socio-educational
model by Gardner and self-determination theory by Deci and Ryan. Thus, determining how L1
background influences study finds empirical support for modifying these theories, with an aim at
diversifying Linguistic perspectives.
B. Bridging Research Gaps: Prior empirical studies in motivation of L2 learners tend to rely on
data collected and investigated in Western societies or treat all the L2 learners as homogeneous.
These gaps are filled by the current study, as it employs a non-western setting, and a multilingual
context hence expands the pool of material for SLA research. Utilizing this framework, it will
shed light on the ways motivation varies when it comes to the context of L2 learning across
different linguistic and cultures contexts with certain implications to prior theories.
C. Interdisciplinary Insights: The result of the study will also have interdisciplinary
implications as it embarks SLA on an interface with other disciplines that include psychology,
education, and socio linguistics. As prospective research, the study will advance the current
understanding of motivation within the realms of language learning by systematically analyzing
the connections between the linguistic, cognitive, and cultural dimensions within the four
proposed definitions.

3. Policy Implications:
A. Informing Language Education Policies: In the case of policymakers, the study will exert
significant data that can be of importance in language education policies. Knowledge of
motivational effects that L1 use has can inform about curricular development, teacher education
and improvement, and the allocation of human resource. By following the stated policies which
have justified the need of L1 in L2, the policies supporting multilingual education can be
streamlined and adopted.
B. Promoting Multilingualism: Today, with globalization being present in most aspects of
human lives, people speak and write in more than one language. This work corroborates the
assertion on the need to help students learn their first language while learning a second one. It
may help policies for bilingual/multilingual education by offering best practices that support the
promotion of SVM as a proper foundation for organizing education that is sensible to the
students’ language experience. It is possible to provide education for all such that the learning
attainments be fitting for participants in the world economy.
C. Addressing Educational Inequality: Linguistic and cultural differences normally affect the
chances of receiving education. With this understanding of the selected L1 background’s impact
on L2 motivation, this study can help to shape policies that will prevent unfairness. For example,
there can be targeted approaches and assistance tools developed for students with less privileged
linguistic backgrounds; in this way, every learner will be provided equal fair chances to succeed
in the studies of the second language.

4. Societal Impact
A. Empowering Learners: Identifying the motivational patterns associated with L1 background
can help to facilitation the learning process because students who are provided with the
information about how their first language background can affect their learning experience gain a
new perspective on learning. Such awareness may create a form of psychological energy by
enhancing learners’ multilingually persona, interest and willingness to learn languages.
B. Enhancing Cross-Cultural Understanding: Regarding language education itself, it is
impossible to separate language learning from intercultural interaction and knowledge. On this
way educators will be able to recognize and stigmatize the cultural and linguistic diversity of the
students which can actually lead to a better understanding of the fact that learning should be
integrated and coexist as a whole. Since the learning is done cross culturally, this study will help
in the development of intercultural ad-recognition through multicultural learning which is an
important feature in the modern world.
C. Economic and Social Mobility: L2 learning plays a major role in influencing the economy
and social ladder of a country or a person. As the literacy rate improves in regions like District
Chakwal, the ability to communicate in English can help in securing educational or even
employment prospects in life. Therefore, improving motivational factors for learners through
effective educational practices in this study should positively extend our country’s wealth and
well-being and hence benefit the entire society.
Literature Review
1. Search for Relevant Literature

To conduct a literature review, the first step is identifying and collecting relevant sources. For
this purpose, research will be done on academic papers that relate the L1 effect to L2 learning
motivation. Various materials, such as books, articles for academic journals, dissertations, and
conference presentation papers, will be considered sources. Important library databases, for
example, Google Scholar, JSTOR, PubMed, and ERIC, would help locate this kind of literature.
"L1 influence on" is one of the keywords to be used during searching for that topic because it is
based on the influence of L1 on L2 learning motivation.

2. Evaluate Sources

After gathering the necessary sources, the next thing to do would be to look at their quality.
Furthermore, an individual needs to find out their credibility as well as their importance in terms
of providing information that would assist in answering different questions about a particular
subject matter. This process will include examining research methodologies used by different
authors and the number of samples taken during each study period, among other things. The best
sources tend to have undergone peer review, which involves being read through by other experts
before publishing them for public review purposes so as to identify any mistakes that may be
present. For example, many good academic papers are often published in well-known academic
journals or in book form by a certain university press or academic institution. Also, every single
source has to be examined depending on the specific areas under investigation at hand.

3. Identify Themes, Debates, and Gaps

The subsequent move will be to analyze the literature in order to identify shared topics,
emphasizing points of contention or aspects yet to be covered with reference to the already
identified sources, which include some unifying ideas about certain things. Key themes will
probably include:

Linguistic Influences: "How motivation is influenced by the similarities and differences in

L1 and L2 phonology, syntax, as well as vocabulary."

Cultural Attitudes: "The impact of cultural perceptions of their first language and their
second language on the motivation of learners"

Educational Experiences: Shaping L2 motivation depends on the roles stated by previous

learning experiences and the quality of first language instruction.

Motivational Theories: The use and extension of present motivational ideas in the
backdrop of students who speak more than one language.

When it comes to any particular effective course of action in the field of education, both
language and culture may play an equally eminent role. Giving examples of how exploration in a
number of areas has been insufficient, some points may have been left unclear, thus calling for
identification of voids, particularly in the non-western dimension, where Chakwal, located near
Islamabad, is a concealed indicator in Muzaffarabad District.

4. Outline the Structure

The literature review will be organized into sections based on the identified themes. A possible
structure could be:
Introduction
Overview of L1 influence on L2 motivation
Importance of the study
Linguistic Influences on Motivation
Positive transfer and linguistic similarities
Negative transfer and linguistic differences
Cultural and Societal Influences
Cultural attitudes towards L1 and L2
Societal perceptions and their impact on motivation
Educational and Cognitive Influences
Role of prior educational experiences with L1
Metalinguistic awareness and cognitive benefits
Theoretical Frameworks and Models
Gardner’s Socio-Educational Model
Deci and Ryan’s Self-Determination Theory
Debates and Controversies
Key debates in the field
Contrasting viewpoints
Gaps in the Literature
Identified research gaps
Importance of addressing these gaps
Conclusion
Summary of key findings
Implications for research, practice, and policy

5. Write the Literature Review

Finish by writing a literature review, combining and critiquing sources to give an all-inclusive
understanding of what is currently known about the subject.

Introduction

The introduction will state that research questions and objectives are the major elements in
influencing L2 learning motivation based on L1 background. It should be noted that this occurs
in multilingual settings such as District Chakwal, where there is a need for thorough knowledge
about them.
Linguistic Influences on Motivation

This part of the paper will analyze how the differences and similarities in the first language and
second language can affect students’ motivation. It is easier for learners to be motivated when
positive transfer occurs. This happens due to the fact that they share some features with their L2.
For example, research studies indicate that individuals whose first languages have similar
syntactical or phonological properties as those found in the second one are likely to do better in
terms of achievement motivation than others who do not share these qualities. On the other hand,
negative transfers, which occur because there are dissimilarities, may cause learners to feel less
enthusiastic about learning a new tongue, thereby leading them to be less successful
academically when compared against their peers who face no such difficulties.

Cultural and Societal Influences

The way people feel about the spoken word also plays a big part in the way they want to learn a
new language. The Chakwal area, in which many languages are spoken, is an example of this.
The local community’s attitude toward L1 and L2 can serve as an impediment or an impetus for
the learners of those languages. This part will discuss research focused on demonstrating how
motivation is affected by cultural perceptions regarding the prestige, practicality, and identity
linked to various languages. Take English, for instance; it is usually considered a means through
which one can succeed in life; therefore, people desire to study it more compared with other
languages spoken within the same geographical area that might have minimal opportunities
related to them.

Educational and cognitive influences:

The quality of language education and previous experiences with L1 greatly determine L2
motivation. This part will examine how positive educational experiences with L1, such as
effective teaching methods and supportive learning environments, can increase motivation for
learning L2. Moreover, the ability to think about language use in bilingual education positively
affects motivation and cognitive skills.

Theoretical Frameworks and Models:

Motivational theories that already exist, particularly Gardner’s socio-educational model as well
as Deci and Ryan’s self-determination theory, shall be discussed within the framework of the L1
influence context. This section would inquire into these theoretical frameworks’ application and
extension in understanding multilingual learner motivation dynamics. Also, empirical studies
supporting or challenging these models will be critically reviewed.

Debates and Controversies:

One will discuss key debates found in the literature. Such debates include the importance of
linguistic factors compared to cultural factors and the effectiveness of various educational
interventions. Different opinions and contradicting results will be presented to show how
complex this subject is and why more studies are needed.

Gaps in the literature:

The existing research has some areas where it lacks. These deficiencies will be pointed out,
especially in non-western and multilingual settings. To understand L2 motivation fully, one must
fill these gaps by considering other languages (L1) other than English, which people speak
internationally.

Body of the Review:

The body of the literary works testimonial is structured thematically permitting an organized
expedition of numerous measurements of the L1-L2 inspiration vibrant.
Theme 1:
Linguistic Similarities and Motivation:
The initial style looks into the duty of etymological resemblances between the L1 and also L2 in
forming inspiration. Research studies such as those by Smith (2018), as well as Garcia (2020),
have explored exactly how shared etymological functions can function as facilitators or barriers
to inspiration. Smith says that students might feel much more determined when running into
etymological cognates or architectural resemblances between their L1 and also L2. On the other
hand, Garcia recommends that extreme etymological resemblance could cause contentment
affecting inspiration adversely.
Theme 2:
Cultural Influences on Motivation:
The 2nd motif concentrates on the influence of social elements stemming from the L1 history on
L2 understanding inspiration. Cross-cultural research studies by Johnson (2019) plus Lee (2021)
highlight exactly how social worth plus perspectives embedded in the L1 can affect students'
inspiration. Johnson's job stresses the function of social identification fit inspiration, while Lee's
study checks out the effect of collectivist versus individualistic social alignments on students'
strategies for language discovery.
Theme 3:
Language Transfer and Motivation:
The 3rd motif attends to the fancy partnership between language transfer as well as inspiration.
Researchers such as Chen (2017) plus Patel (2019) check out exactly how language transfer, the
application of L1 understanding to L2, can influence inspiration. Chen's research study
recommends that favorable transfer can enhance self-confidence as well as inspiration while
Patel's searching’s for highlight possible obstacles connected with adverse transfer, which bring
about disappointment along with reduced inspiration.
Theme 4:
Motivational Differences across L1 Backgrounds:
The 4th style thinks about inspirational distinctions amongst students with varied L1 histories. A
research study by Kim (2018) together with Wang (2022) provides an understanding right into
just how elements such as etymological range and also typological distinctions between L1s
affect inspirational patterns. Kim's job recommends that students from linguistically better
language histories might show greater preliminary inspiration while Wang's research checks out
the long-lasting effect of typological distinctions on continual inspiration.