Minggu, 10 Mei 2015

Kelompok 3








Hasan Zainuddin, Nur Faizzah, Nurul Ikhsan
MOTIVATION
            Motivation is yet another affective variable to consider, but one that is so central and research foundations that are so pervasive that it deserves a separate category here. Motivation is a star player in the cast of characters assigned to second language learning scenarios around the world. In the field of second language acquisition, in particular, the subject of motivation has garnered plenty of attention. But broad claims can gloss over a detailed understanding of exactly what motivation is. What does it mean to say that someone is motivated?  How do you create, foster, and maintain motivation?
Theories of Motivation
            Various theories of motivation have been proposed over the course of decades of research. Following the historical schools of thought describe that there are three different perspectives emerge:
1.      From a behavioral perspective, here motivation is seen in very matter of fact terms.
2.      In cognitive terms, motivation places much more emphasis on the individual’s decisions. For example, identified six needs undergirding the construct of motivation:
a.       The need for exploration.
b.      The need for manipulation.
c.       The need for activity.
d.      The need for stimulation.
e.       The need for knowledge.
f.       The need for ego enhancement.
3.      A constructivist few of motivation places even further emphasis on social context.
            The “needs” concept of motivation in some ways belongs to all three schools of thought: the fulfillment of needs is rewarding, requires choices, and in many cases must be interpreted in a social context. Consider children who are motivated to learn to read, they are motivated because they perceive the reward of reading, they meet the need of exploration, stimulation, knowledge, self-esteem, and autonomy. Motivation is something that can, like self-esteem, be global, situational, or task-oriented, so studies of motivation in second language acquisition often refer to the distinction between integrative and instrumental orientations of the learner.



Instrumental and Integrative Orientations
            Gardner and Lambert have two different clusters of attitudes divided two basic types, 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. The integrative side described learner who wished to integrate themselves into the culture of the second language group and become involved in social interchange in that group. It is important to know that instrumentality and integrative are not actually types of motivation, are more appropriately termed Orientations. Depending on whether a learner’s context or orientation is (1) academic of career related (instrumental), or (2) socially or culturally oriented (integrative).
Intrinsic and Extrinsic Motivation
            Dimensions of the motivation construct in general are the degree to which learners are intrinsically or extrinsically motivated to success in a task. Edward Deci defined intrinsic motivation:
            Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself. Intrinsically motivated behaviors are aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self-determination. Extrinsic motivation is fueled by the anticipation of a reward from outside and beyond the self.
            The intrinsic-extrinsic continuum in motivation is applicable to foreign language classrooms around the world. Regardless of the cultural beliefs and attitudes of learners and teachers, intrinsic-extrinsic factor can be easily identified.
Motivational Dichotomies

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

             
           


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