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Motivation in language
learning
498c0001 王祉硯
498c0004 趙庭君
498c0005 邱婉菁
498c0019 王姿錞
498c0020 顏雅雯
498c0046 黃家薰
Motivation


Motivation is probably the most frequently
used catch-all term for explaining the success
or failure of virtually any complex task.
Following the historical schools of thought
described in Chapter 1, three different
perspectives emerges:
A. From a behavioristic perspective,
motivation is seen in very matter of
fact terms.
B. In cognitive term, motivation
places much more emphasis on
the individual’s decisions.
Ausubel, 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
C. The constructivist view of
motivation places even further
emphasis on social context as well
as individual personal choices.
Behavioristic
Cognitive
a. Anticipation of
reward
b. Desire to receive
positive
reinforcement
c. External,
individual forces in
control
a.
b.
c.
Driven by basic
human needs
(exploration,
manipulation,
etc.)
Degree of effort
expended
Internal
individual force
in control
constructivist
a.
b.
c.
d.
e.
Social context
Community
Social status
Security of
group
Internal,
interactive
forces in control
Intrinsic and extrinsic motives


Intrinsic motives: those who learn for their
own self-perceived needs and goals.
Extrinsic motives: those who pursue a goal
only to receive an external reward for someone
else.
Motivational dichotomies
Intrinsic
Extrinsic
Integrative
L2 learner wishes Someone else
to integrate with wishes L2 leaner
the L2 culture.
to know the L2
for integrative
reasons
instrumental
L2 learner wishes External power
to achieve goals wants L2 learner
utilizing L2.
to learn L2

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