MOTIVATION
AND
SECOND LANGUAGE
LEARNING
P.64-65
Brown, 168-175
HOW DO WE DEFINE
MOTIVATION IN SECOND
LANGUAGE LEARNING?
FROM A BEHAVIORIST PERSPECTIVE:
 Motivation in this school is anticipation of
reward driven by positive reinforcement.

FROM A COGNITIVE PERSPECTIVE:
 Motivation is related to a person’s choice and
goals.

FROM A SOCIOCULTURAL PERSPECTIVE:
 Motivation is related to a person’s choice, and
affected by the social surrounding.

1. CHOICE
MOTIVATION
3. MOTIVATION
RETROSPECTION
2 EXECUTIVE
MOTIVATION
MODEL OF MOTIVATION.
P.64
 CHOICE
MOTIVATION:
 Getting started and setting goals.
 EXECUTIVE MOTIVATION:
 Carrying out the tasks to maintain
motivation.
 MOTIVATION RETROSPECTION:
 Student’s positive reaction to their
performance.
MOTIVATION ORIENTATIONS
INSTRUMENTAL
MOTIVATION

Language learning
to achieve
instrumental
goals. Such as,
career, translation,
reading,…
INTEGRATIVE
MOTIVATION

Language learning
to integrate into
the second
language culture
and groups.
INTRINSIC
MOTIVATION
Is motivation to
perform a task
for its own sake.
 The reward is the
task itself.

EXTRINSIC
MOTIVATION
Motivation to
perform a task
for a reward from
outside.
 Grades, money,
positive
feedback.

HOW CAN A STUDENT
LEARNING THE SECOND
LANGUAGE FOR
INSTRUMENTAL REASONS
BE INTRINSICLY
MOTIVATED? AND HOW
CAN HE BE EXTRINSICLY
MOTIVATED?
How to increase motivation among
students?
Motivating students into the lesson:
giving remarks to interest students.
2. Varying the activities, tasks, and
material: avoid routine and boredom.
3. Using co-operative rather than
competitive goals: when students
have to work together as teams,
increasing their motivation to learn and
win
1.