Motivation in second language acquisition
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The document discusses the role of motivation in second language acquisition (SLA), emphasizing its significance as a crucial factor in learning a new language. It identifies four types of motivation—integrative, instrumental, intrinsic, and extrinsic—and highlights that motivated learners often outperform their less motivated peers regardless of aptitude. The document underscores the importance of teachers fostering a supportive environment to enhance student motivation and engagement.
Motivation in second language acquisition
- 1. INDIVIDUAL DIFFERENCES IN SLA “MOTIVATION” Presented by: Primadina Cahyati PBI A PPs UNY / 16716251002
- 2. Introduction What is motivation? The Important of Motivation Types of Motivation The Effect of Motivation on SLA Conclusion References OUTLINE
- 3. Introduction What factors that influence individual differences? PERSONALITY APTITUDE MOTIVATION COGNITIVE STYLE AGE
- 4. What is motivation? Johnstone (1999, p. 146), considers motivation as a stimulant for achieving a specific target. Similarly, according to Ryan & Deci (2000), To be motivated means to progress or to be in motion to do something. (cited in Mahadi & Jafari: 2012) Gardner (1985) mentions that the concept of motivation is related to effort, want, desire, reason of behaviors and the affectivity. (cited in Zareian & Jodaei: 2015)
- 5. The Important of Motivation Dörnyei (2005) claims that there were almost 100 studies published in 1990s. Ellis (2008) states “no single individual differences factor in language learning has received as much attention as MOTIVATION”. Gardner (1985) identifies motivation as the single most influential factor in learning a new language. Pulvermuller and Schumann (1994) argue that full knowledge of a language can only be achieved if two conditions are met-the learner is motivated to learn the language, and the learner possesses the ability to acquire grammatical knowledge. (cited in Zareian & Jodaei: 2015)
- 6. • are interested in the people and the culture represented by the target language group Integrative Motivation • for the functional reasonInstrument Motivation • enjoy doing something/ interest with something Intrinsic motivation • because of reward and avoiding punisment Extrinsic motivation Type of Motivation
- 7. Motivation Related to SLA The less able student who is highly motivated can achieve greater success than the more intelligent student who is not well motivated. (Reece & Walker,1997 as cited in Gomleksiz, 2001) Motivation depends on the social interaction between the teacher and the learner. To have highly motivated students, the teacher should have strong interpersonal and social interaction. (Cooper & McIntyre, 1998 as cited in Gomleksiz, 2001)
- 8. Continue,,,,,, Shulman (1986 as cited in Gomleksiz 2001), expresses that students’ learning is facilitated most effectively when students are motivated, and that motivation can be enhanced through the creation of a positive affective climate. The choice of teaching strategy will have an effect upon motivation and interest of the students. (Reece & Walker, 1997 as cited in Gomleksiz, 2001)
- 9. Conclusio n Motivation is a very important and effective factor in the field of learning language. (Mahadi & Jafari: 2012) There are four types of motivation; integrative motivation, instrument motivation, instrinsic motivation, and extrinsic motivation. The language teachers and lecturers should discover, realize, and pay attention to the personality of their students. (Mahadi & Jafari: 2012)
- 10. Zareian, G., & Jodaei, H. (2015). Motivation in Second Language Acquisition: A State of the Art Article. International J. Soc. Sci. & Education, 5(2), 295-308. Anjomshoa, L., & Sadighi, F. (2015). The Importance of Motivation in Second Language Acquisition. International Journal on Studies in English Language and Literature (IJSELL), 3(2), 126-137. Mahadi, TST., & Jafari, SM. (2012). Motivation, Its Types, and Its Impacts in Language Learning. International Journal of Business and Social Science, 3(24), 230-235. References