motivation as a factor in language learning

MOTIVATIONReporter:Christy Mae M. FloresMa. Ed. (English Teaching)

SUCCESS IS DUE SIMPLY TO THE FACT THAT SOMEONE IS MOTIVATED.

BEHAVIORISTIC PERSPECTIVE

• It is quite simply the anticipation of reward.• Driven to acquire positive reinforcement and driven by

previous experiences of reward for behavior, we act accordingly to achieve further reinforcement.

COGNITIVE

• Motivation places much more emphasis on the individual’s decisions, “the choices people make as to what experiences or goals they will approach or avoid, and the degree of effort they will exert in that respect” (Keller)• Ausubel identified six needs undergirding the construct of

motivation

SIX NEEDS• the need for exploration, for seeing the other side of the mountain and

for probing the unknown• The need for manipulation, for operating to use Skinner’s term- on the

environment and causing change• The need for activity, for movement and exercise, both physical and

mental• The need for stimulation, the need to be stimulated by the environment,

by other people, or by ideas, thoughts and feelings• The need for knowledge, the need to process and internalize the results

of exploration, manipulation, activity and stimulation• The need for ego enhancement, for the self to be known and to be

accepted and approved of by others

CONSTRUCTIVIST• Each person is motivated differently and will therefore act on his or her environment in ways that are unique.

But these unique acts are always carried out within a cultural and social milieu and cannot be completely separated from that context.

ABRAHAM MASLOW (1970)• He viewed motivations a construct in which ultimate

attainment of goals was possible only by passing through a hierarchy of needs. • Community• Belonging• Social status

The “needs” concept of motivation in some ways belongs to all three schools of thought:• the fulfillment of needs is rewarding• Requires choices• Must be interpreted in a social context

MOTIVES OF A

LEARNER

•Those who learn for their own self- perceived needs and goals

FEELINGS OF COMPETENCE

AND SELF-DETERMINATIO

N

•Maslow claimed that intrinsic motivation is clearly superior to extrinsic. According to his hierarchy of needs, we are ultimately motivated to achieve “self-actualization” once our basic physical, safety and community needs are met. • Regardless of the presence of extrinsic rewards, we will strive for self- esteem and fulfillment

•Those who pursue a goal only to receive an external reward from someone else

• Jerome Bruner, praising the autonomy of self-reward, claimed that one of the most effective ways to help both children and adults think and learn is to free them from the control of rewards and punishments.

DANGER SIDE

INTEGRATIVE AND

INSTRUMENTAL

ORIENTATIONS

• Learners who wish to integrate themselves into the culture of the second language group and become involved in social interchange in that group.

KEYWORDS:Socially or culturally oriented

(INTEGRATIVE)

(INSTRUMENTAL)• Acquiring a language as a means for attaining instrumental goals:• Furthering a career• Reading a technical material• Translation

P_ _ _ _ _ _(CORE OF MOTIVATION)

What motivates you to pursue your studies in English?

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