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Motivation and Motivating
in the Foreign Language
Classroomby
Zoltan Dornyei (1994)
Presented by: Miss Rowena L. Rosalejos 55120803117
and
Miss Suchitra Suriyont 55120803120
• Robert Garner
• Wallace Lambert• Their colleagues and students
Initiators of Motivation theory
Attitude/Motivation Test battery (AMTB)
The test was created by Gardner
It is the material for measurement
understanding L2 motivation in English
classroom.
The test contain several items focusing on
the learner’s evaluation of classroom leaning situation
What Were the Focusing on
Motivation in the Past and Present?
Past
- Social
- Pragmatic dimension of L2
motivation.
• Present such as
- Intrinsic/extrinsic motivation
- Intellectual curiosity
- Attribution about past
successes/failures
- Need for achievement
- Self- confidence
- Classroom goal structures
Language level (adapted from Gardner)
1. Integrative motivational Subsystem
- are positive attitudes toward the target language
group and a willingness to integrate into the
target language community.
2. Instrumental Motivational subsystem
- refers to practical reasons or gains for learning
a language, such as to gain social recognition or
to get a better job.
Other’s motivational construct
In addition to instrumental orientation, three
other distinctive general orientations to learn L2:
1. Knowledge
2. Friendship
3. Travel orientations
4. Socio-cultural orientation (in case of L2 being a
foreign language instead of a second language wherein
learners has no direct contact with the L2 community)
According to Clement and Kruidenier in their Canadian research
Other’s motivational construct
1. Intrinsic Motivation
- the doing of an activity for its inherent satisfactions
rather than for some separable consequence.
- A person is moved to act for the fun or challenge
entailed rather than because of external prods, pressures
or rewards.
2. Extrinsic Motivation
- a construct that pertains whenever an activity is done
in order to attain some separable or a highly regarded
outcome.
- doing an activity for its instrumental value e.g.
avoidance of sanctions, career advancement.
Learner Level
1. Need for Achievement
2. Self-confidence
2.1. Language use Anxiety
2.1.1. communication apprehension
2.1.1.1. oral communication anxiety
2.1.1.2. public (stage fright)
2.1.1.3. receive anxiety
2.1.2. test anxiety
2.1.3. fear of negative evaluation
2.2. Percieved L2 competence
2.3. Casual attributions
2.4. Self-efficacy
Learning Situation Level
1. Course-specific Motivational Components
2. Teacher-specific Motivational Components
3. Group-specific Motivational Components
Teacher-specific Motivational Components
1. Affiliate Motive
2. Authority Type
3. Direct Socialization of Motivation
3.1. Modeling
3.2. Task Presentation
3.3. Feedback
Course-specific Motivational Components
1. Interest
2. Relevance
3. Expectancy
4. Satisfaction
Group-specific Motivational Components
1. Goal Orientation
2. Norm and Reward System
3. Group Cohesion
4. Classroom Goal Structure