This document discusses motivation in second language acquisition. It defines motivation as the reasons for engaging in particular behaviors, which can include basic needs, goals, or hobbies. Motivation in language learning involves two main factors: communicative needs and attitudes toward the target language community. There are two main types of motivation: integrative motivation involving a desire to interact with the target language group, and instrumental motivation involving practical benefits like career advancement. Effective language teaching requires motivating students through varied activities, cooperative learning, and addressing their needs as both language learners and having other responsibilities.
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This document discusses motivation in second language acquisition. It defines motivation as the reasons for engaging in particular behaviors, which can include basic needs, goals, or hobbies. Motivation in language learning involves two main factors: communicative needs and attitudes toward the target language community. There are two main types of motivation: integrative motivation involving a desire to interact with the target language group, and instrumental motivation involving practical benefits like career advancement. Effective language teaching requires motivating students through varied activities, cooperative learning, and addressing their needs as both language learners and having other responsibilities.
This document discusses motivation in second language acquisition. It defines motivation as the reasons for engaging in particular behaviors, which can include basic needs, goals, or hobbies. Motivation in language learning involves two main factors: communicative needs and attitudes toward the target language community. There are two main types of motivation: integrative motivation involving a desire to interact with the target language group, and instrumental motivation involving practical benefits like career advancement. Effective language teaching requires motivating students through varied activities, cooperative learning, and addressing their needs as both language learners and having other responsibilities.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPT, PDF, TXT or read online from Scribd
This document discusses motivation in second language acquisition. It defines motivation as the reasons for engaging in particular behaviors, which can include basic needs, goals, or hobbies. Motivation in language learning involves two main factors: communicative needs and attitudes toward the target language community. There are two main types of motivation: integrative motivation involving a desire to interact with the target language group, and instrumental motivation involving practical benefits like career advancement. Effective language teaching requires motivating students through varied activities, cooperative learning, and addressing their needs as both language learners and having other responsibilities.
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MOTIVATION IN A SLA
• Marta Toledo • Ema Loo What is Motivation? It is the reason or reasons for engaging in a particular behaviour especially human behaviour as studied in psychology and neuropshychology.
Reasons may include
basic needs such as food or a desired object, hobbies, goal,etc. Motivational Concepts Reward: It is presented after the occurrence of an action with the intent to cause the behaviour occur again.
Reward can also be organized as:
Extrinsic rewards are external to the person; for example, praise or money.
Intrisic rewards are internal to the
person; for example, satisfaction or a feeling of accomplishment. Motivational Concepts Reinforcement: It is intended to create a measured increase in the rate of a desirable behavior following the addition of something to the environment. Motivational Concepts Intrinsic motivation: It is when people engage in an activity, such as a hobby, without obvious external incentives. It comes from inside the performer. Example: Amateur sportsmen compete for the love of the sport.
Extrinsic motivation: It is motivated by external factors. It drives to do things for tangible rewards or pressures. Self- Control Self-control of motivation is understood as a subset of emotional intelligence.
Drives and desires are
described as a deficiency or need that activates behavior that is aimed at a goal or a incentive.
Drives and desires do not need
external stimuli, they are originated within the individual. Motivation in a Second Language Acquisition
Motivation in a second language
acquisition is a complex phenomenon which can be defined in terms of two factors: learner’s communicative needs and their attitudes towards the second language community. Motivation in a Second Language Acquisition Robert Gardner and Wallace Lambert (1972) coined the following terms:
INTEGRATIVE MOTIVATION: It reflects a positive disposition toward the L2 group and the desire to interact with and even to become similar to valued members of that community. INSTRUMENTAL MOTIVATION:
It is primarily associated with the
potential pragmatic gains of L2 proficiency, such as getting a better job or a higher salary. Motivation in a Second Language Acquisition Motivation, to learn the second language is viewed as a requiring three elements:
First, the motivated individual expends effort to learn the language.
Second, the motivated individual wants to
achieve the goal. Third, the motivated individual will enjoy the task of learning the language.
All three elements, effort, desire, and positive
affect, are seen as necessary to distinguish between individual who are more and those who are less motivated. Motivation in a Second Language Acquisition CONSIDERING THE TEACHER:
The teachers must have knowledge and skill in
the language; it means they must be proficient.
The teachers must have the training,
personality characteristics, the ability to teach the fundamentals of the language, to encourage students to learn the material and use it correctly. Motivation in a Second Language Acquisition CONSIDERING THE STUDENT: The majority of students who are studying a foreign or second language in a school are doing it because it is part of the curriculum.
When the students first enter the
language, they are motivated by dreams of speaking the second language in a short period of time.
They have a number of duties and
responsibilities:
- acquiring language content
- language skills Motivation in the Classroom Setting Graham Cookes and Richard Schmidt (1991) point several areas where educational research has reported increased levels of students in relation to pedagogical practices:
Motivating students into the lesson. At the
opening stages of lessons (and within transitions), it has been observed that remarks teachers make about forthcoming activities can lead to higher levels of interest on the part of students. Motivation in the Classroom Setting 2. Varying the activities, tasks, and materials: Students are reassured by the existence of classroom routines which they can depend on. Varying the activities, tasks, and materials can help to avoid the boredom and increase the students interest level.
Using co-operative, rather than
competitive goals: Co-operative learning activities are those in which students must work together in order to complete a task or solve a problem. Every student in a co- operative task has an important role to play. MOTIVATION IN A SLA
