Chapter 6 : What makes a person Chapter 6 : What makes a person want to learn ?want to learn ?

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Chapter 6 : What makes Chapter 6 : What makes a person want to learn ? a person want to learn ?

Pg 111-142Pg 111-142Psychology for Language Psychology for Language

teachers : Marion Williams and teachers : Marion Williams and Robert L. BurdenRobert L. Burden

Language influences Language influences

Motivation- meaningful when the person Motivation- meaningful when the person wants to learn. wants to learn.

- Interest , curiosity, desire to achieve, - Interest , curiosity, desire to achieve, parents, , teachers and exams.parents, , teachers and exams.

Various interpretations due to changes in Various interpretations due to changes in the theories of psychologythe theories of psychology

6.2 Explains about the behaviorist experiments on animals 6.2 Explains about the behaviorist experiments on animals on their responses and environment that co-relate to that of on their responses and environment that co-relate to that of

learnerslearners..Factors/ Key questions Factors/ Key questions

Cognitive approach – learning experiences, Cognitive approach – learning experiences, learning environmentlearning environment

Effectiveness of rewards systemEffectiveness of rewards system Specific conditioningSpecific conditioning Identification of basic human needsIdentification of basic human needs

6.2.1 Achievement motivation6.2.1 Achievement motivation

Need to achieve and implication based on Need to achieve and implication based on learning historylearning history

Drive to succeed dominates high Drive to succeed dominates high achievers in everything they do while achievers in everything they do while others lack this.others lack this.

WHY?WHY?

Not enough to know an individual level of Not enough to know an individual level of need to achieve in any specific situation need to achieve in any specific situation will interact with how likely the individual will interact with how likely the individual judges the chances of success to be what judges the chances of success to be what value is placed on a successful outcome. value is placed on a successful outcome.

Fear of failure Fear of failure Strength of the tendency to approach a Strength of the tendency to approach a

task compared with the strength of the task compared with the strength of the tendency to avoid ( own drive )tendency to avoid ( own drive )

Competitive nature of the education Competitive nature of the education system, parental expectation and job system, parental expectation and job openingsopenings

Due to the above: a sophisticated Due to the above: a sophisticated technique was devised in attempt to technique was devised in attempt to measure it as precise and accurately as measure it as precise and accurately as possible to predict the likelihood of people possible to predict the likelihood of people being motivated to perform different being motivated to perform different activities.activities.

It was perceived individuals with high It was perceived individuals with high scores need fewer motivational influences scores need fewer motivational influences than those who scored poorlythan those who scored poorly

Motivation is complicated than implied by Motivation is complicated than implied by achievement theory.achievement theory.

6.2.2 Optional arousal6.2.2 Optional arousal

According to Donald Hebb’s text According to Donald Hebb’s text “ “ The Organization of Behavior 1959”The Organization of Behavior 1959”Suggests :Suggests :i)i) Both humans and animals seekBoth humans and animals seek ‘‘optimal arousaloptimal arousal’ to function best without ’ to function best without

having to meet other basic needs.having to meet other basic needs.

Berlyn (1960) and Hunt (1965) confirmed Berlyn (1960) and Hunt (1965) confirmed that even rats were motivated by curiosity that even rats were motivated by curiosity and novelty and not edible rewards to and novelty and not edible rewards to avoid pain. avoid pain.

Awareness of conscious control Awareness of conscious control and beyond our controland beyond our control

Language belongs to a persons whole Language belongs to a persons whole social being social being

It’s part of one’s identityIt’s part of one’s identity Social impact on the social nature of the Social impact on the social nature of the

learnerlearner Success in learning a foreign language will Success in learning a foreign language will

be influenced by the attitudes towards the be influenced by the attitudes towards the community of speakers of the language.community of speakers of the language.

Social psychology of language has Social psychology of language has developed into an important developed into an important

discipline in its own right.discipline in its own right.

Sociolinguist – Howard GilesSociolinguist – Howard Giles It involves communicating with others…the It involves communicating with others…the

socio relations with individuals and groups socio relations with individuals and groups of people.of people.

Language learning affects social Language learning affects social situations, context and culturesituations, context and culture

Models of language learning are Models of language learning are social psychological in manner.social psychological in manner.

The most influential model is Howard Gardner’s The most influential model is Howard Gardner’s social educational model of language learning social educational model of language learning

( Gardner 1985)( Gardner 1985) Incorporating the learners :Incorporating the learners : - cultural beliefs- cultural beliefs -attitudes-attitudes -learning situations-learning situations -integrativeness-integrativeness motivationmotivation

Motivation is defined as effort + desire to Motivation is defined as effort + desire to achieve the goal of learning the language achieve the goal of learning the language + favourable attitudes towards learning the + favourable attitudes towards learning the languagelanguage

Attitudes towards the learning situation Attitudes towards the learning situation and integrativeness influences these and integrativeness influences these attributes.attributes.

Gardner and associatesGardner and associates

Defined motivation is operational for Defined motivation is operational for The purpose of measurement- desire to The purpose of measurement- desire to

learn the language- AMTB( Gardner 1985 learn the language- AMTB( Gardner 1985 177-184) Attitude/Motivation Test Battery177-184) Attitude/Motivation Test Battery

Consist of self report questionnaires Consist of self report questionnaires containing a a battery of questions to containing a a battery of questions to measure 19 different subscales that measure 19 different subscales that represent different aspects of motivation.represent different aspects of motivation.

Gardner then stresses that AMTB should be Gardner then stresses that AMTB should be developed so that its appropriate to the developed so that its appropriate to the particular situation under investigation.particular situation under investigation.

Gardner makes a distinction : Orientation is Gardner makes a distinction : Orientation is different from motivation :different from motivation :

i) integrative orientation occurs when the learner i) integrative orientation occurs when the learner is studying the language because of a wish to is studying the language because of a wish to identify with the culture of the speakers of the identify with the culture of the speakers of the language. –contributes to integrative motivation.language. –contributes to integrative motivation.

Instrumental orientation describes a group Instrumental orientation describes a group of factors concerned with motivation of factors concerned with motivation arising from external goals –exams, arising from external goals –exams, financial rewards, promotions, career financial rewards, promotions, career advancement etc.advancement etc.

Integrative motivation : correlates with Integrative motivation : correlates with higher achievement higher achievement

Other challenges arguing these viewsOther challenges arguing these views i) implying integrative motivation is more i) implying integrative motivation is more

important than instrumental motivation.important than instrumental motivation.

-depends on the second language context of -depends on the second language context of learning eg : French in Canada, English in learning eg : French in Canada, English in USA, English in Malaysia. Philippines, USA, English in Malaysia. Philippines, Bombay , IndiaBombay , India

ii) other factors come into play – ii) other factors come into play – confidence and friendshipconfidence and friendship

Gardner and Tremblay claim:Gardner and Tremblay claim: -motivation is a dynamic process where -motivation is a dynamic process where

many variables play a part in their model many variables play a part in their model that can broaden the view of what makes that can broaden the view of what makes a learner want to learn.a learner want to learn.

Dörnyei (1994a) uses a model that Dörnyei (1994a) uses a model that proposes:proposes:

- a three level categorization related to - a three level categorization related to second language learningsecond language learning

i) culture i) culture ii) communityii) community iii) usefulness of the languageiii) usefulness of the language

Influences the learners :Influences the learners : i) goal set by the learnersi) goal set by the learners ii) choices they make ii) choices they make 1. Learner level / individual characteristics- 1. Learner level / individual characteristics-

need to achieve and self confidenceneed to achieve and self confidence2. Situational level – related to the course, 2. Situational level – related to the course,

teacher and group dynamicsteacher and group dynamics

6.4 A cognitive view of motivation6.4 A cognitive view of motivation - Cognitive perspective –people have a - Cognitive perspective –people have a

choice over their behavior, control of choice over their behavior, control of actionsactions

- awareness leads to set goals by deciding - awareness leads to set goals by deciding the action needed to achieve the goals. the action needed to achieve the goals.

6.5 A Social Constructivist Perspective6.5 A Social Constructivist Perspective

A constructivist view of motivation centres A constructivist view of motivation centres around the premise that each individual is around the premise that each individual is motivated differentlymotivated differently

What motivates one person to learn L2 and What motivates one person to learn L2 and keeps that person going until he or she is keeps that person going until he or she is satisfied will differ from individual to satisfied will differ from individual to individualindividual

6.6 A proposed definition of motivation6.6 A proposed definition of motivation

Motivation may be construed as Motivation may be construed as a) a state of cognitive and emotional arousala) a state of cognitive and emotional arousal b) which leads to a conscious decision to actb) which leads to a conscious decision to act c) which gives rise to a period of sustained c) which gives rise to a period of sustained

intellectual and/or physical effortintellectual and/or physical effort in order to attain a previously set goals (or in order to attain a previously set goals (or

goals)goals)

The initial arousal may be triggered by The initial arousal may be triggered by different causes, perhaps internal ones such different causes, perhaps internal ones such as interest or curiosity or often by external as interest or curiosity or often by external influences such as another person or eventinfluences such as another person or event

once the activity has begun, the individual once the activity has begun, the individual needs to sustain the effort needed to needs to sustain the effort needed to achieve the goal (to persist)achieve the goal (to persist)

motivation occurs as a result of combination motivation occurs as a result of combination of different influences such as internal and of different influences such as internal and external. external.

6.7 A Model of Motivation6.7 A Model of Motivation

First, there are reasons for undertaking a First, there are reasons for undertaking a particular activityparticular activity

Second, we consider what is actually involved Second, we consider what is actually involved in deciding to do something: what makes in deciding to do something: what makes people choose to embark on a particular task people choose to embark on a particular task and to invest time and energy in itand to invest time and energy in it

Third, people need to sustain the effort Third, people need to sustain the effort required to complete the activity to their own required to complete the activity to their own satisfaction satisfaction

3 Stages of Motivation3 Stages of Motivation

sustaining the effort or persisting

deciding to do something

reasons for doing something

motivation is more than simply arousing motivation is more than simply arousing interest. It also involves sustaining that interest. It also involves sustaining that interest and investing time and energy interest and investing time and energy into putting in the necessary effort to into putting in the necessary effort to achieve certain goals.achieve certain goals.

the first two stages of our model may be the first two stages of our model may be seen as more concerned with seen as more concerned with initiating initiating motivationmotivation while the last stage involves while the last stage involves sustaining motivationsustaining motivation

AN INTERACTIVE MODEL AN INTERACTIVE MODEL OF MOTIVATIONOF MOTIVATION

REASONS

DECISIONSUSTAINING EFFORT

DifferentDifferent Perspectives on MotivationPerspectives on Motivation

intrinsic & extrinsic intrinsic & extrinsic perceived value of the activityperceived value of the activity locus of controllocus of control locus of causalitylocus of causality effectiveness motivationeffectiveness motivation motivational stylemotivational style

6.8 Intrinsic & Extrinsic Motivation 6.8 Intrinsic & Extrinsic Motivation (Harter,1981)(Harter,1981)

preference for challenge VS preference for easy preference for challenge VS preference for easy workwork

curiosity/ interest VS pleasing teacher/getting curiosity/ interest VS pleasing teacher/getting gradesgrades

independent mastery VS dependence on teacher independent mastery VS dependence on teacher in figuring out problemsin figuring out problems

independent judgment VS reliance on teacher’s independent judgment VS reliance on teacher’s judgement about what to dojudgement about what to do

internal criteria for success VS external criteria for internal criteria for success VS external criteria for successsuccess

Harter’s first two dimensions are more Harter’s first two dimensions are more concerned with reasons for actingconcerned with reasons for acting

The last two dimensions are more The last two dimensions are more concerned with acting in a motivated concerned with acting in a motivated way, or sustaining the effort.way, or sustaining the effort.

She sees the first three as truly She sees the first three as truly motivational and tap into what the child motivational and tap into what the child want to learn and the last two as she want to learn and the last two as she sees as more concerned with control or sees as more concerned with control or judging progressjudging progress

Harter concludes that a child can be Harter concludes that a child can be intrinsically motivated in the first three intrinsically motivated in the first three and relatively extrinsically motivated in and relatively extrinsically motivated in the last two dimensionsthe last two dimensions..