Tn SLA research, there seems to be a particular preoccupation about the role
awareness plays at the first stages of the learning process. There seems to be an assumption
that automatisation replaces most of the awareness element. However, as I stated before,
when talking about self-direction one is referring to two levels of awareness: learning and
linguistic awareness. It may be true that linguistic practice takes to automatic, unconscious
processes (Bialystok; 1994,160), but it is also true that learning practice allows the learners to
be more aware of her own learning processes and her power to make the right decisions.
Awareness is an on-going state that is present during all the stages of self-directed learning
process.
4.2.6 Motivation
The self-directed learning model that has been developed through this chapter
identifies motivation and attitudes as both, relevant elements of the metacognitive
knowledge that underlies awareness and internal factors that make the learner ready, or alert,
to leam.
Several authors have analysed the relationship of autonomy and motivation
(Wenden; 1987 and 1991, Dickinson; 1995, Ushioda; 1996 and Macaro; 1997). In particular,
some of them emphasise the role of awareness in motivation (Ushioda; 1996,54) and its
connections to cognition and metacognition (Ushioda; 1996, 12 and Wenden; 1991, 111).
Traditionally, motivation has been related to success. That is to say, motivation has
been regarded as a variable responsible for the success of language learners
(Ushioda;1996,l). In fact, most of the discussions are directed to answer a question of the
chicken-and-egg sort: does success brings motivation or viceversa? (Macaro, 1997,181).
However, as I see it, neither motivation is the only factor that accounts for success nor
success in itself is enough to "create and/or enhance productive motivational attitudes
(Dickinson; 1995,172). Hence it is necessary to move on and analyse motivation from a
different perspective.
Some paragraphs above I stated that motivation was an element of metacognitive
knowledge and an internal factor of alertness. Then, Ushioda says that
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