Defining Motivation

Defining Motivation

Motivation is one of the main deter- minants of second/foreign language (L2) learning achievement and, accordingly, the last three decades have seen a considerable amount of research that investigates the nature and role of motivation in the L2 learning process. Much of this research has been initiated and inspired by two Canadian psychologists, Robert Gardner and Wallace Lambert (see 34), who, together with their colleagues and students, grounded motivation research in a social psychological framework (for recent summaries, see 33; 35). Gardner and his associates also established sci- entific research procedures and introduced standar dised assessment techniques and instru- ments, thus setting high research standards and bringing L2 motivation research to maturity.

1.     A  behavioral definition

A  behavioral psychologist like skinner or Watson stress the role of rewards (and perhaps punishments) in motivation behavior. This reward serves to reinforce behavion ; to cause it to persist.A behavioral would define motivation as”the anticipation of reinforcement.” We do well to heed the credibility of such a definition. From eating to exercising to studying and even to altruistic acts of the ministering to others, there is “something in it for me” the emotional overtones of the more intangible rewards must not be ignored.

2.     Cognitive definitions

A number of cognitive psychologist viewpoints offer quite a defferent perspective on motivation. Three different theories this side of motivation.

A.    Drive theory.

Those who see human drives as fundamental to human behavior claim that motivation stem from basic innate. David ausubel (1968) elaborater on six defferent drives.

·       Exploration

·       Manipulation

·       Activity

·       Stimulation

·       Knowledge

·       Ego enhancement

All of these drive act not so much as reinforcers, as in behavioristic theory, but as innate predispositions, complling us, as it were, to probe the unknown; to control out environment; to be physically active; to be receptive to mental, emotional, or physical stimulation; to yearn for answers to question; and to build our own self-esteem.

B.    Hierarchy of needs theory

One of the most widely cited theories of motivation comes from Abraham maslow (1970), who in the spirit of drive theory elabolated further to describe a system of needs within each human being that propel us to higher and higter attainment.

Maslow’s theory tells us that what might be inappropriately viewed as rather ordinary classroom routies may fast be importsnt precursors to motivation higher attainment.

C.    Self-control theory

We define ourselves by making our own decisions, rather thatbysimplyreacing to others. Motivation is highest when one can make one’s own choices whenther they are in short- term or long-term context.

            In classroom when learners have opportunities to make their own choices about what to pursue and what not to pursue, as in a coonperativelearningcontext they are fulfilling this need for autonomy.

3.     A constructivist definition

A contrstuctivist view of motivation places even emphasis on social context as well as individual personal choices( Williams & burden, 1997,p.120).each person is motivated differently, and will therefore act on his or her environment is ways that are unique. Motivation is something that can like self-esteem, be global, situational, ortask oriented.  Learning a foreign language requires some of all three levels of motivation for example a learning may possess high”global” motivation but low “task” motivation yoperfoms well in say the written mode of the language.

Intrinsik and extrinsic motivation

Research on motivation in the field of second language acquisition research has been strongly influenceced by the work of Robert gardner and his associatiates in this succession of research studies, a distinction has been made between integrative and instrumental orientations.

            First, the research by gardner and his colleagues centered on a dichotomy of orientation, not motivation. Orientation means a context or perpose for learning: motivativation, not motivation. Orientation means a context or purpose for learning; motivation refers to the intensity of one;s impetus to learn.

Second, integrative and instrumental orientasions are to be confused with intrinsic and extrinsic motivation. One is a dischotomy and refers only to the context of learning.

Extrinsical motivated behaviors, on the other hand are carried out in anticipation of a reward from outside and beyond the self. Typical extrinsic reward are money, prizes, grades and even certain types of positive feedback.

Abraham maslow (1970) claimed that intrinsic motivation is clearly superior to extrinsic. No matter what extrinsic reward are present or absent, we will strive for self-esteem and fulfillment.

Jerome bruner(1970) praising the”autonomy of self-reward,”claimed that one of the most effective ways to help both children and adulys to think and learn is to free them from the control of rewards and punishments.

Intrinsic motivation in education

Maria Montessori,rudoirsteiner, paolofreire, A.S. Neill and carl roges have all provided exemplary models of intrinsically motivated education..tests and exams, many of which are standardized and given highcredence in the word “out there” are imposed on students with no consultation with the studensthemselves.if a communal bond is created it runs the risk of being motivated by the need to band together against teachers and authorities..

Tests and exams can incorporate some student cunsuktation and peer evaluation. Teacherscanhelp students to view tests as feelbackintruments for self-diagnodid, not as comparisons of one’s performance against a norm. students thus become motivated by the experience and by achieving self-knowledge.

·       Emphasizing the “big” picture-larger perspectives

·       Letting studentst set long-term goals

·       Allowing sufficient time for learning

·       Cooperative learning activities

·       Group woupwwork

·       Viewing the class as a team

·       English for specific purposes

·       English in the workplace

·       Allowing risk-taking behavior

·       Rewarding innovation and creativity

Intrinsic motivation in the second language classroom

Turning to the role of intrinsic motivation second language classroom in particular, consider these activities that capitalize on the intrinsic by appeling to learners self-determination and autonomy.

·       Teaching writing as a thingking process in which learners develop their own ideas freely and openly.

·       Oral fluency exercises in which learners talk about what intresests them and not about a teacher assigned topic.

·       Listening to an academic lecture in one own field of study for specific information that will fill a gap for tha learner.

·       Communication language teaching, in which language is taught to enable learners to accomplish certain specific functions.

References

Dornyei z. (2005).Motivation and motivating in the foreign language classroom.Department of English, Eitvos University.

Dornyei z. (2001).Motivation strategies in the language classroom. Cambridge, UK: Cambridge University Press.

Deci, E .(1975). Intrinsuc motivation.New york: Plenum Press.

Raffini, J. (1996). 150 ways to increase intrinsic motivation in the classroom, Needham Heights, MA: Allyn& Bacon

H. Douglas Brown. (2007). Teaching by principles An Approach to Language Pedagogy (3^rd Edition). New York :Pearson Longman.