Motivation in Language learning

1. Motivation in Language learning Chapter 6

2. Early Psychological views to motivation: A. Positivist approaches Classical conditioning and the beginning of behaviorism • Behavior was reinforced when needs were met, which influenced other events taking place at the same time Murray (1938) • Identified other human needs: • Need to affiliate with other people • Need to dominate others • Need to understand and make sense of our worlds • As well as basic biological needs • He suggested that those needs cause inner tension which has to be released. • Such theories contribute towards drive reduction theoriessuch as Maslow’s formulation.

3. B. Achievement Motivation • Atikson (1964) suggested another drive reduction approach to motivation, which is the notion of the need to achieve • People differ with respect to their drives to achieve: high achievers Vs. low achievers. • However, level of individual’s achievement has to be considered in integration with the individual’s perception of chances of success. • Some people may be inclined to avoid engaging in activities due to fear of failure. • Thus, achievement motivation can be determined by the relative strength of tendency to approach a task COMPARED with the strength of the tendency to avoid the task. • For example, keen to answer the question; fear of pronunciation mistakes.

4. A cognitive view of motivation • From a cognitive perspective, choice is the factor of central importance. People have choice over the way in which they behave and so have control over their actions (as opposed to behaviourism) (p.119) • Motivation is concerned with why people decide to act in certain ways and what factors influence the choices they make (age, gender, personality, culture,etc…) (p.199) • A cognitive view on motivation centres around individuals making decisions about their own actions as opposed to being at the mercy of external forces over which they have no control(p.199)

5. A social constructivist perspective • People will make their own sense of the various external influences that surround them in ways that are personal to them, and they will act on their internal disposition and use their personal attributes in unique ways (p.120) • What motivates one person to learn a foreign language and keeps that person going until he or she has achieved a level of proficiency with which he or she is satisfied will differ from individual to individual (p.120)

6. A proposed definition of motivation • Motivationis seen as (p.120, 121) a state of cognitive and emotional arousal (desire, interest, curiosity, another person, or event), which leads to a conscious decision to act (enthusiasm is activated), and which gives rise to a period of sustained intellectual and/or physical effort (persistence) in order to attain a previously set goal (or goals)

7. A model of motivation Initiating motivation Reasons for doing something Deciding to do something Sustaining the effort, or persisting Initiating motivation Sustaining motivation A three-stage model of motivation (p.121)

8. SOCIAL CONTEXT REASONS SUSTAINING EFFORT DECISION An interactive model of motivation (p.122)

9. Intrinsic and extrinsic motivation • Researchers distinguished between intrinsic and extrinsic motivation: • When the only reason for performing an act is to gainsomething outside the activity itself, such as passing anexam, or obtaining financial rewards, the motivation is extrinsic (p.123) • When the experience of doing something generates interest and enjoyment, and the reason for performing the activity lies within the activity itself, then the motivation is intrinsic (p.123)

10. INTRINSIC Preference for challenge Curiousity/interest Independent mastery Independent judgement Internal criteria for success EXTRINSIC Preference for easy work Pleasing teacher/getting grades Dependence on teacher in figuring out problems Reliance on teacher’s judgement about what to do External criteria for success Dimensions of intrinsic and extrinsic motivation (p.124)

11. Conditions of describing people as highly motivated • All of their minds and bodies are completely involved. • Their concentration is very deep. • They know what they want to do. • They know how well they are doing. • They are not worried about failing. • Time passes very quickly.

12. Intrinsic interest of activity: Arousal of curiosity. Optimal degree of challenge. Perceived value of activity: Personal relevance. Anticipated value out come. Sense of agency: Locus of control. Ability to set appropriate goals. Mastery: Feeling of competence. Self- efficacy. 5. Self concept: Realistic awareness of personal strengths and weakness. Attitudes: To language learning. Other affective states: Confidence, fear. Development age and stage. Gender. Internal Factors of motivation

13. External factors of motivation • Significant others: • Parents, teachers and peers. • The nature of interaction with significant others: • Mediated learning experiences. • The nature and amount of the feedback. • Rewards and punishments. • The learning environment: • Comfort • Time of day, week, year. • The broader context: • Cultural norms. • The local education system.

14. Some suggestions as to ways in which language teachers might motivate their learners • Recognize the complexity of motivation. • Be aware of both initiating and sustaining motivation. • Discuss with learners why they are carrying out activities. • Involve learners in making decisions related to learning the language. • Involve learners in setting language learning goals. • Recognize learners as individuals. • Build up learners’ beliefs in themselves. • Help learners to move towards a mastery-oriented style • Enhance intrinsic motivation. • Build up a supportive learning environment. • Give feedback that is informational.