Motivation/Group 14

Name                  : Nita wahyuni

                               Ayu Wandira

Group                 : 14

Motivation

Ø  Theories of Motivation

Various theories of motivation have been proposed over the course of decades of research. Following the historical schools of thought described in chapter 1, three different perspectives emerge:

1.      From a behavioral perspective, motivation is seen in very matter of fact terms. In a behavioral view, performance in tasks and motivation to do so is likely to be at the mercy of external forces: parents, teachers, peers, educational requirements, job specifications ect.

2.      In cognitive terms, motivation places much more emphasis on the individual’s decision’s, for example, identified six needs undegirding the construct of motivation:

a)      Exploration

b)      Manipulating

c)      Activity

d)      Knowledge

e)      Enchancement

3.      A constructivist view of motivation places even further emphasis on social context as well as individual personal choices(William & Burden, 1997,p.120). Each person is motivated differently, and will therefore act on his or her environtment in ways that are unique.

Finally studies of motivation in second language aquisition often refer to the distinction between integrative and instrumental orientation of learners, which we now consider.

Ø  Instrumental and Integrative Orientations

      Two different cluster of attitudes divided two basics types of what Gardner and Lambert identified as instrumental and integrative orientations to motivation. The instrumental side of the dichotomy referred to acquiring a language as a means for attaining instrumental goals: furthering a carrer, freading technical material, translation and so forth. The integrative side described learners who wished to integrate themselves into the culture of the second language group and become involved in social interchange in that group.

Ø  Intrinsic and Extrinsic Motivation

      Edward deci (1975,p.23) defined intrinsic motivation: intrinsically motivated activities are ones for which there is no apparent reward except the activity itself. On the other hand, extrinsic motivation is fueled by the anticipation of a reward from outside and beyond the self. Typical extrinsic rewardss are money, prizes, grades, and even certain types of positive feedback.

Motivational dichotomies

Intrinsic		Extrinsic
Integrative	L2 learner wishes to integrate with the L2 culture(e.g., for immigration or marriage)	Someone else wishes the learner L2 to know the L3 for integrative reasons(e,g. Japanese parents send kids to Japanese language school)
Instrumental	L2 learners wishes to achieve goals utilizing L2 (e.g., for a carrer)	External power wants L2 learner to learn L2(e.g., corporation sends Japanese businessman to U.S for language training)