Motivation of Language Learning 4A1C0012 呂家齊 4A1C0016 郭玟旖 4A1C0026 侯宜君 4A1C0037 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 reinforcement Degree of effort expanded community External, individual forces in control Internal, individual forces in control Social status 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 Intrinsic Extrinsic Integrative 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) Instrumental L2 learner wishes to 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)