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ROLE OF MOTIVATION IN SECOND LANGUAGE ACQUISITION

SEMESTER:
EIGHTH (S.S)

SUBMITTED TO:
RESPECTED SIR.AZHER PERVAIZ
SUBMITTED BY:

HINA FATYMA (151)


SUMAIRA MALIK (153)
ANSA NISAR (157)

DEPARTMENT OF ENGLISH, UNIVERSITY OF SARGODHA


Contents

1. Definitions of Motivation
2. Sources of Motivation
3. Theories of motivation
4. Four hypotheses of Motivation
5. Types of Motivation
6. Theories of Motivation
Behavioral
Cognitive
Humanistic
Social cognition
7. Factors that Affect Motivation
8. Implications & Strategies for:
Teachers
6. Conclusion
7. References
INTRODUCTION
What is Motivation?
Motivation is an act of stimulating the interest of somebody to do something.
Motivation = Effort + Desire to achieve goal + Attitude (Gardner, 1985)
''A state of cognitive and emotional arousal, which leads to a conscious decision to act, and
which gives ride to a period of sustained intellactual or physical effort in order to attain a
previously set goal or goals.'' (William and Bruden (1997:120)
Motivation is like food for the brain. --Peter Davies
Life takes on meaning when you become motivated, set goals and
charge after them in an unstoppable manner. ( Les Brown )
Everybody needs motivation. Everybody needs to have a reason for action. It is a sad fact that
most people in this world underachieve because they do not believe they are capable of fulfilling
their dreams. Teachers, need to be committed to offering students the opportunity to believe in
themselves and achieve great things.
According to the Webster's, to motivate means to provide with a motive, a need or desire that
causes a person to act.

Motivation involves 4 aspects:


A Goal
An Effort
A Desire to attain the goal
Favorable Attitude toward the activity in question.
Motivation is a desire to achieve a goal, combined with the energy to work towards that goal.
Many researchers consider motivation as one of the main elements that determine success in
developing a second or foreign language; it determines the extent of active, personal involvement
in L2 learning. (Oxford & Shearin, 1994)
Sources of Motivation:
"Without knowing where the roots of motivation lie, how can teachers water those roots?"
(Oxford & Shearin, 1994- p.15)
Educational psychologists point to three major sources of motivation in learning (Fisher, 1990):
The learners natural interest: intrinsic satisfaction
The teacher/institution/employment: extrinsic reward
Success in the task: combining satisfaction and reward

Four Hypothesis of Motivation:


The Intrinsic Hypothesis
Motivation derives from an inherent interest in the learning tasks the learner is asked to perform.
The Resultative Hypothesis:
Learners do well persevere, those who do not well will be discouraged and try less hard.
The Internal Cause Hypothesis:
The learner brings to the learning situation a certain quantity of motivation as a given.
The Carrot and Stick Hypothesis:
External influences and incentives will affect the strength of the learner's motivation.

Intrinsic Extrinsic
Explain or show why learning a Provide clear expectations
particular content or skill is
Give corrective feedback
important
Provide valuable rewards
Create and/or maintain curiosity
Make rewards available
Provide a variety of activities and
sensory stimulations
Provide games and simulations
Set goals for learning
Relate learning to student needs
Help student develop plan of action

Types of Motivation:
Instrumental Motivation
Integrative Motivation
Instrumental Motivation
Learners with an instrumental motivation want to learn a language because of a practical reason
such as getting a salary bonus or getting into college. Many college language learners have a
clear instrumental motivation for language learning. They want to fulfill a college language
requirements. Integrative motivated learners want to learn the language so that they can better
understand and get to know the people who speak that language. In contrast to integrative
motivation, Gardner and Lambert presented the concept of instrumental motivation; a learner is
said to be instrumentally motivated when he learns an L2 for practical purposes, such as
promoting his career, improving his social status or passing an exam.
Integrative Motivation
Integrative means mixing, joining, getting closer, getting together and becomes a part of. So
integrative motivation means a desire to identify oneself with the L2 community.
Learners who are integratively motivated want to learn the language because they want to get to
know the people who speak that language. They are also interested in the cultural associated with
that language.
The learner is interested in other cultural groups and wants to make contacts with speakers of
other languages or wants to be fully a member of target language community. A learner who
whishes to identify with another ethnolinguistic group will be called integratively motivated.
Theories of Motivation:
Behavioral Theories
Behaviorists explain motivation in terms of external stimuli and reinforcement. The physical
environment and actions of the teacher are of prime importance.
Cognitive Theories
Cognitivists explain motivation in terms of a person's active search for meaning and satisfaction
in life. Thus, motivation is internal.
Attribution theory: (Heider, 1958; Weiner, 1974). This theory proposes that every
individual tries to explain success or failure of self and others by offering certain
"attributions." These attributions are either internal or external and are either under
control or not under control. Learners ascribe their failure or success to a number of
reasons: ability or effort, luck, , and family background .
Humanistic Theories
They emphasize the "natural desire" of everyone to learn. They maintain that learners need to be
empowered and to have control over the learning process.
Hierarchy of Human Needs: (Abraham Maslow, 1954).
Physiological Needs: These are the most basic needs which are required for survival, like
food, water, sleep etc. He gave importance to these needs as they are the natural instincts,
as all other needs will become secondary until and unless this need is fulfilled.
Security Needs: This includes needs for safety and security. Security needs are essential
but not as vital as basic needs. Examples of security needs are longing for stable job,
welfare and health care, good employees around them etc.
Social Needs: As per Maslow these needs are less essential, when compared to the first
two. Social needs includes love and affection, any kind of relationships like friendship,
families etc. Contribution in any social or religious activity is also considered as social
needs.
Esteem Needs: Once the first three get satisfied, then comes the needs for things that
reveal self-respect and personal merit.
Self-Actualization needs: It the highest level of Maslows Hierarchy of needs. Here
people are conscious and concerned about personal growth. They are not worried about
the opinions of others nor are they interested in fulfilling them.

The essence of the hierarchy is the notion of pre-potency, which means that you are not going
to be motivated by any higher-level needs until your lower-level ones have been satisfied.
Self-Determination Theory:(Deci & Ryan, 1985) it is based on the relationship between
extrinsic and intrinsic motivation and the basic human need for autonomy. It proposes
that a person must be able to initiate and regulate, through personal choice, the effort
expended to complete a task in order for the task to be intrinsically rewarding.
Intrinsic motivation: It involves perform activity because of internal
reward like pleasure and joy, regardless of any external rewards. It is
important in education and increases learning.
Extrinsic motivation: the pursuit of some reward external to the
completion of the task, such as good grades.
Social Cognition
Self-efficacy: (Bandura, 1986, 1997) it highlights the belief that a particular
action is possible and that the individual can accomplish it. =>judging one's own
ability and competence.
Self-regulation: (Bandura, 1986, 1997) it highlights the establishment of goals,
the development of a plan to attain those goals, the commitment to implement that
plan, the actual implementation of the plan, and subsequent actions of reflection
and modification or redirection.
Factors that Affect Motivation
"Motivation to learn is a competence acquired through general experience but stimulated most
directly through modeling, communication of expectations, and direct
instruction or socialization by significant others (especially parents and teachers)." (Brophy,
1987)
"To a very large degree, students expect to learn if their teachers expect them to learn."
(Stipek, 1988)
Several factors affect students' motivation to learn a second language. Internal factors include
age, gender, religion, goals, need, interest, attitude, and self-efficacy. External factors include
encouragement, expectation, feedback, scaffolding, task presentation and rewards.
Implications & Strategies for L2 Learners' Motivation:
Teachers:
The greatest motivational act one person can do for another is to listen.--Roy E. Moody
Dornyei (1994) suggests
developing students' self-efficacy,
decreasing their anxiety,
promoting motivation-enhancing attributions,
encouraging students to set attainable sub-goals, and
increasing the attractiveness of course content.

Dornyei (1998:131) suggests


"Ten Commandments for Motivating Language Learners
Set a personal example with your own behavior.
Create a pleasant, relaxed atmosphere in the classroom.
Present the task properly.
Develop a good relationship with the learners.
Increase the learner's linguistic self-confidence.
Make the language classes interesting.
Promote learner autonomy.
Personalize the learning process.
Increase the learners' goal-orientedness.
Familiarize learners with the target language culture.

Conclusion
Motivation is a driving force to act. Motivation is an important factor in second language
acquisition. It varies from individual to individual and situation to situation.
Developing life-long learners who are intrinsically motivated, display intellectual curiosity, find
learning enjoyable, and continue seeking knowledge after their formal instruction has ended has
always been a major goal of education. (Small, 1997)
"Motivation is a fire from within. If someone else tries to light that fire under you, chances are it
will burn very briefly."
Stephen R. Covey

References
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of educational
psychology, 84(3), 261.
Brown, H. D. (1994). Principles of language learning and teaching.
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human
motivation, development, and health. Canadian psychology/Psychologie canadienne, 49(3), 182.
Drnyei, Z. (1998). Motivation in second and foreign language learning. Language
teaching, 31(03), 117-135.
Drnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in
theory, research, and applications. Language learning, 53(S1), 3-32.

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