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
|
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Intrinsic
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Extrinsic
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Integrative
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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)
|
