Motivation of Language Learning
4A1C0012
4A1C0016
4A1C0026
4A1C0037
呂家齊
郭玟旖
侯宜君
廖昱婷
Motivation
• Motivation is probably the most frequently used
catch-all term for explaining the success of
failure of virtually and complex task.
• Such claims are of course not erroneous for
countless studies and experiments in human
learning have shown that motivation is the key to
learning (Dörnyei 1998)
Various Definition of Motivation
• From behavioristic perspective
• In cognitive terms (check page 4)
• A constructivist view of motivation
Abraham Maslow (1970) viewed motivation as a
construct... (check
page 5)
In cognitive terms
a. the need for exploration
b. the need for manipulation
c. the need for activity
d. the need for stimulation
e. the need for knowledge
f. the need for ego enhancement
Hierarchy of Three Needs
Abraham Maslow (1970)
Self-actualization
Community, security,
identity, self-esteem
Fundamental physical necessities
Three Views of Motivation
Behavioristic
Cognitive
Constructivist
Anticipation of reward
Driven by basic human
needs
Social context
Desire to receive positive Degree of effort
reinforcement
expanded
External, individual
forces in control
community
Internal, individual forces
Social status
in control
Security of group
Internal, interactive
forces in control
Instrumental & Integrative
Orientations
Two different clusters of attitudes divided
two basic types of what Gardner and
Lambert at that time, identifying as
instrumental and integrative motivation.
The Instrumental Orientation
The instrumental side of the dichotomy
refer to acquiring a language as a means
for attaining instrumental goals.
The Integrative Orientation
The integrative side described learners
who wished to integrate themselves into
the culture of the second language group
and become involved in social interchange
in that group.
Intrinsic Motivation
Intrinsically motivated activities are ones for which
there is no apparent reward except the activity
itself. Intrinsically motivated behaviors are aimed at
bringing about certain internally rewarding
consequences, namely, feelings of competence
and self-determination.
Extrinsic Motivation
Extrinsically motivated behavior, on the
other hand, are carried out in anticipation
of a reward (money, prizes, grades, and
certain positive feedback) from outside
and beyond the self.
Motivational Dichotomies
Integrative
Intrinsic
Extrinsic
L2 learner wishes to
integrate with the L2
culture (e.g., for
immigration or marriage)
Someone else wishes the L2
learner to know the L2 for
integrative reasons (e.g.,
Japanese parents send kids to
Japanese-language school)
L2 learner wishes to
Instrumental achieve goals utilizing L2
(e.g., for a career)
External power wants L2
learner to learn L2 (e.g.,
corporation sends Japanese
businessman to U.S. for
language training)