1. Motivation of Language Learning
4A1C0012 呂家齊
4A1C0016 郭玟旖
4A1C0026 侯宜君
4A1C0037 廖昱婷

2. 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)

3. 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)

4. 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

5. Hierarchy of Three Needs Abraham Maslow (1970)
Self-actualization
Community, security,
identity, self-esteem
Fundamental physical necessities

6. 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

7. 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.

8. The Instrumental Orientation
The instrumental side of the dichotomy
refer to acquiring a language as a means
for attaining instrumental goals.

9. 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.

10. 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.

11. 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.

12. 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)