Intrinsic Motivation Essay Example for Free

Intrinsic Motivation EssaySecond verbiage Acquisition (SLA) is learning development in which people acquire a new address much vulgarly known as blurb terminology in addition to their native tongue. The cooperate wording is often referred as target spoken communication or L2. In addition, second lyric poem denotes any new speech communication learned after early childhood years. This means subsequently lyrics learned i. e. triad or fourth dustup is still referred to as second speech communication. A number of ad hominem and environmental factors may affect the decision to learn a second language. Examples of such(prenominal) factors include family influences, mixer groups or peers, get a lineers, school, age, and self-concept. An somebody may come after a study on acquiring a second language skill for various reasons and motivations.In a study of UK and European stu gelts, it has been stated that the reasons a student pursues a study a foreign language atomi c number 18 the following 1) to be able to develop a c beer advantage for opportunities in the future 2) a students personal inclination to learn the language 3) to be able to learn and appreciate to cultural differences 4) for an enhanced comprehension of the culture where the language is used 5) and to be able to reside in nations where the language is used.The actual teacher booklet aims to help the SLA teacher increase the intrinsic motivation of SLA scholars by presenting sundry topics, including attitudes and motivation in second language learning explain erroneous beliefs round language learning what the SLA teacher ought to focus on sources of language anguish the learning environment as source of language foreboding variables of self-confidence socio-psychological issues of language fretting and self-confidence instructor- learner interaction and schoolroom procedures and interpretation of educator beliefs on language learning.Attitudes and Motivation in Second n omenclature acquirement In the book Attitudes and motivation in second language learning, Gardner and Lambert (1972) tolerate a bun in the oven identified Integrative Motivation and Instrumental Motivation as the common reason for a students desire to study a second language. In the context of language learning, a learner may pursue the study of side of meat such as a second language because of ones desire to work in abroad as headspring as for travel purposes.The learners practical rationale for acquiring a second language is referred to as instrumental motivation. On the other hand, a person may pursue the study of English language in order to successfully integrate within the community where one is currently living. The learners purpose understructure be referred to as integrative motivation. Following a learners utilitarian purpose, the clear benefit of acquiring English as second language is to accept a competitive edge in the labor market. Such skills argon very valuabl e as businesses ar increasingly becoming global.In fact, professionals who argon fluent bilingual speakers go through the competitive edge compared to monolingual speakers. In addition, travel and migration of people has becoming a growing trend in recent years prompting a necessity to understand and integrate within the society which one lives in. Given that at that place a significant number of SLA learners, it is worth eon to examine how the teacher may be able to increase the confidence and intrinsic motivation and lessen the anxiety of the SLA learner. Clarifying Erroneous Beliefs roughly Language LearningHorwitz, Horwitz Cope (1986) believe that the problem of anxiety and the accompanying erroneous beliefs about language learning, as discussed in their literature foc utilise on classroom anxiety, represent serious impediments to the development of second language fluency as wholesome as to deed. In their news of clinical experience with anxiety as a barrier to second l anguage development, they categorize this personality factor as that of leash, worry and make up consternation and anxious language learners often have difficulty concentrating, become forgetful, sweat, and have palpitations.Further, Chang, Horwitz, and Schallert (1999) distinguish that thither are generally two types or constructs of anxiety, which are connect to second language learning in both speaking and writing. The report suggests that second language classroom anxiety refers to the anxiety felt by students in interacting with native-speaking students. It is the more general type of anxiety felt by most school students. On the other hand, second language writing anxiety refers to language-skill-specific anxiety felt by students.Chang, Horwitz, and Schallert (1999) suggest that these are two separate constructs and that anxiety levels in speaking or writing may be felt differently. Nevertheless, the report asserts that level of self-esteem is an important component for bo th constructs. In a research on English as Second Language, Huang (2004) reports that foreign students (i. e. Chinese) studying at North American universities have faired very well in TOEFL.While Chinese students have obtained very high marks, many still have difficulties in understanding academic lectures, taking notes, writing assignments and grown presentations. Further, this report would also illustrate that the two independent constructs reported by Chang, Horwitz, and Schallert (1999). Huang (2004) reports that the students in the study have proficiency in reading ability and grammar, and that listening and the speaking were the weakest.Moreover, the study also reports low level of confidence of foreign students in participation and interaction in classes due to this difficulty thus, limiting their overall performance. Cummins (2000) supports that even though many have excellent English language skills in terms of social proficiency, many are still struggling with the type of cognitive academic language necessary for the success in the mainstream classroom. The Learners Willingness to CommunicateSkehan (1989) barely suggests that a learners willingness to communicate has also been reachd to anxiety. His research points toward some language learners attempting to avoid communicating in a second language due to consternation of embarrassment over their current skill level in speaking the second language. Perhaps this is part of the reason why many second language learners, who study overseas, play to remain connected to other foreign second language learners and avoid prolonged social contact with native-speaking peers.Though the reasoning fag end each idiosyncratics level of willingness to communicate will likely vary based on the number of people present, the topic of conversation and the formality of the circumstances, avoiding raillery using the second language is a common anxiety among language learners. While many studies have paraden the le vel of anxiety of second language learners increases because of erroneous personal beliefs of the students, most of studies assert that self-confidence is an important component in overcoming of both in classroom and writing anxieties.What the SLA Teacher Ought to Focus On Sources of Language anguish Furthermore, Young (1991) provides a list of potential sources of language anxiety. In her review of the literature on language anxiety, Young asserts that language anxiety can have a variety of sources that is, anxiety can be associated with the learners perceptions, teachers beliefs, as well as the instructional practice to second language learning. She argues that language can come from the following a.personal and interpersonal anxieties, learner beliefs about language learning, instructor beliefs about language teaching, instructor-learner actions, and language testing. ad hominem perceptions and beliefs can have a great effect on the progress of language learning. These percept ions have been well-documented in the studies related to age and language learning. Hyltenstam (1992) asserts that age in relation to language learning is an important factor in achieving native-like fluency for second language learners.That is, junior students tend to learn the second language quick than their mature counterparts. On the other, self-perception of more mature learners tends to hinder in the development of second language skills, which can more appropriately termed as trait anxiety. For example, adults, who are pursuing study of a second language, may have a clear mission why they are pursuing such course and cold more determination to persevere than their younger counterparts.However, a number of mature students, who enter a foreign language class, were victimized by various prejudices about second language learning. Im too old to learn or Im linguistically challenged are common erroneous beliefs that adult learners often succumb to. Ehrman et al (2003) suggest that the feelings of uneasiness, such as late start or a belief that one needs a special(prenominal) predisposition for learning learning, can be attri scarceed to the barriers created by the students ego as one matures.Adult learners may perceive their performance in a foreign language classroom as unnatural or ridiculous in comparison to their experience in the first language attainment process. Therefore, these factors often contribute to the apprehension and tension felt by adult learners in the context of second language learning, more specifically in the locution of speaking, writing, and learning. In short, adult learners suffer language anxiety more as compared to their younger counterparts. Certainly, not all adult learners become paralyzed by invalidating emotions the moment they step into a foreign language classroom.However, it is a common perception of educators, who have lectured to a group of adults, that some non-native speaking students may be reluctant to parti cipate, more especially when they realize or assume that other students are more fluent. Nonetheless, it is important to emphasize that this emotion is not alien to younger learners, but in the studies it have been well-documented that with age the tension and anxiety associated with learning a new language is stronger and more difficult to overcome. The Learning Environment as Source of Language AnxietyFurthermore, the learning environment can also be a source of language anxiety. MacIntyre and Gardner (1994) would denote this as situational anxiety. Hadfield (1992) has introduced the concept of classroom dynamics to describe everything that happens in and between the participants, both the teacher and the students. submarine further elaborates on the existential anxiety of students in a classroom setting. Moreover, Heron also lists three aspects of existential anxiety in relation to classroom dynamics 1) acceptance anxiety, 2) orientation anxiety, and 3) performance anxiety.Accep tance anxiety would relate to apprehension of universe judged in a foreign class. Often times, students as well as teachers may show approval and disapproval behaviors to others. Fellow students may show impatience or mock another as a sign of their approval or disapproval to their fellow students. This often manifest as a sign of competition for teachers approval among students in the classroom. Teachers may also exhibit judgmental attitude in their criticisms as well as their bodily movements to their students. The teachers may open criticize or mock a student in a class.A more subtle criticism can be observed when a teacher would correct an error of a student. Whether the teacher corrects the error explicitly, by providing the correction, or implicitly, by indicating the kind of error and giving the student the opportunity for self-correction, can make a difference in the students self-confidence. Orientation anxiety would relate to the personal understanding of the situational contexts of the discussion or what is going on. Teachers fibre in facilitating learning is undermined by the failure to manage classroom discourse. This leads for students to at times feel of being deprived of control.In a discussion, when turn stealing overrules turn taking, such feelings can occur. The student may feel the lack of control over his role in classroom interaction when he is late to answer a general question or the question is directed to another person. More often, students would start the teachers unclear or unsatisfactory explanation as frustrating and leaving a feeling of no control over the language as a system. Finally, the anxiety is further instilled with domineering and controlling teachers, who leaves students feeling they have no influence over what is going on in the classroom.Lastly, performance anxiety would relate to the apprehension or feeling of isolation in a class. The feeling of isolation may also express itself as a feeling of disregarded. The f eeling of being alone among ones peers is not uncommon in highly territorial classrooms in which students never want to form their seats or switch conversation partners. Moreover, this would relate to students anxiety to talk using the target language with fellow students in hero-worship of being appearing stupid and judge as well.Hence, research reports would suggest that foreign students will tend to group with fellow non-native speakers and exhibit behavioral evasion when studying in the mainstream English classes. Variables of Self-Confidence Self-confidence is a positive image yet realistic view of one-self and the situation. A confident person is soul who trust his own abilities, have a general sense of control in their lives, and believe that, within reason, they will be able to do what they wish, plan, and expect. check to Skehan (1989), available research does not show a single clearly-defined relationship between personality traits (such as self-confidence) and second language. He further points out that a major difficulty in investigating personality variables is that of identification and measurement, pointing toward a relatively new area of potential research needing attention. However, existing literature suggests that language anxiety can be correlated with students negative concepts of themselves as language learners, and negative expectations for language learning.With this in consideration, self-confidence levels can be viewed not just as a personality trait with entangled factors affecting high or low confidence, but also as an outcome of high anxiety levels. This assumption is of considerable interest as anxiety tends to create negative self-perceptions about language performance and can then be tied right away to an increase in negative attitudes towards second language learning and a decrease in risk-taking and sociability.In different respect, overly high levels of confidence in language learning can have similar negative effects on language learning, hindering advancement in language proficiency as over-confidence, due to self-perceptions of high degrees of performance in oral/written communication or in positive socialization, can lead a language learner to believe that he or she has learned all there is to know about a language and lose sight of mastering higher complex linguistic skill in the SL.For example, an individual who sees that his or her skill level in the second language is superior to other SL learners who struggle with the SL, he or she might make substantial mistakes in grammar or comprehension, but remain completely unaware of their errors and thus not improve in the acquisition of the second language. Horwitz (1986) brings up an interesting concept regarding self-confidence by citing that language learning is a profoundly unsettling psychological proposition because it directly threatens an individuals self-concept and worldview.A bold statement, but it does indicate that language learning , as a whole, can be a major contributor to variable self-confidence levels based on how each individual interprets their learning in terms of culture, grammar, or any other related language learning aspect. Variable self-confidence levels in second language learners are profoundly impacted by a complex set of individualised variables that it would be difficult to label each and every possible contributor to self-confidence levels.Simply recognising self-confidence levels in SL learners as a result of language learning and of anxiety opens a variety of potential research methods to begin bar cause and effect of variable self-confidence. Instructor-Learner Interaction and Classroom Procedures Young (1991) asserts that a learners beliefs about language learning can contribute to the psychological anxiety in students. Skills such as proper pronunciation, depth of vocabulary, and fluency may vary in importance for learners in relation to second language learning.Similarly, Horwitz also studied the effect of various learners perceptions to language learning. In fact, Horwitz reports that a number of foreign language students in his study may have impossible personal goals and misconceptions about language learning. For example, a few respondents expressed their optimism in achieving native-like fluency in the second language in two years of study, while others expressed their belief that language learning is tantamount to learning how to translate. Clearly, these idealistic beliefs contribute to language anxiety, more evidently when their beliefs and reality clash.A very considerably example would be the overly optimistic goal of beginners to achieve native-like fluency in the target language in two years. Over time, the students would naturally tend to get frustrated to find the reality of their imperfect pronunciation even after a lot of practice. On the other hand, an instructors beliefs about language teaching can also be a source of anxiety among second lan guage learners. The manifestations of instructors belief can more clearly be seen in the methodological analysis or approach in which an instructor conducts the second language class.For example, most instructors, who employ the Grammar Translation Method to teach English, will undoubtedly argue that the most fundamental reason for learning the language is to flow learners access to English literature, develop their minds through second language learning, and to build in students the kinds of grammar, reading, vocabulary, and translation skills requisite to pass any one of the variety of compulsory tests necessitated in bringing upal institutions. These instructors often emphasize on the unforgiving rules of grammar syntax and proper form in sentence construction.While the teacher believes that his role in class is to constantly test and correct students errors, some of the students might develop anxiety over their class performance. On the other hand, some instructors may choose to employ a different methodology in language teaching. Some instructors may choose to use Total Physical Response method for learners to enjoy the sessions and create a less disagreeable environment for the students. Practitioners argue that recreating the natural process for children first learning their native language will facilitate the learning of the second language in the alike(p) way.More importantly, it asserts that language learning method involves a substantial amount of listening and comprehension with a mixture of various physical response such as smiling, reaching, and grabbing. Thus, the aim was to lower the affective filter in order to accelerate language learning among students. Taking into account the beliefs of both learners and instructors as well as the sources of language anxieties felt by students in a classroom setting, it is also important to look into the dynamics of the learning environment.Hadfield (1992) has identified seven traits of a good classroo m dynamics as shown in Table 1. Table 1 Traits of Good Classroom Dynamics 1. Student groups are cohesive and have a positive, supportive atmosphere. Group members are interested in each other and feel they have something in common. 2. The members of the group are able to compromise. They have a sense of direction as a group and are able to define their goals in group as well as individual terms. 3. Group members are not cliquey or territorial but interact happily with all members of the group.Members of the group listen to each other and take turns. 4. Individuals in the group are not competitive and do not seek individual attention at the expense of others. Members cooperate in completing tasks and are able to work together productively. 5. Group members are able to empathize with each other and understand each others points of view even if they do not share them. The members of the group trust each other. 6. The group has a sense of fun. 7. Group members have a positive attitude t o themselves as learners, to the language and culture being studied, and to the learning experience.Interpretation of Educator Beliefs on Language Learning Many paradigms and principles in mentioned in existing literature in teacher cognition are generally by nature unobservable and researchers have defined such principles differently. Freeman defines the categories in teacher education as knowledge, beliefs and perceptions that shape what the teachers know, and therefore what they do in their teaching. The keywords in Freemans categorization would be knowledge, beliefs and perceptions. These keywords would therefore define the scope of the teachers competence in relation to language teaching.Ellis (2006) would further refine the three words to discuss the teachers biographical experience and how it contributes to their professional knowledge. Ellis (2006) proposes knowledge, beliefs, and insights as wraith of the Freemans categorization. Knowledge (cited after Woods by Ellis) wo uld be related to facts and the things we know. Beliefs refers to the instructors acceptance of a proposition for which there is an accepted disagreement. Ellis further elaborates on this irony as ESL students need explicit focus on grammar as well as communicative practice. Lastly, insight would relate to the instructors personal practical knowledge knowledge which is experiential, embodied, and reconstructed out of the narratives of a teachers life. Ellis (2006) further elaborates insight as an understanding gained from personal experience that allows us to see how previously understood realities could be different. It illuminates something previously unseen, makes sense of something previously incomprehensible, or lends a new vista on something taken for granted. ConclusionDifferent language experiences will result to rich and diverse insights, which can be very useful to second language teachers. However, there is yet to be a methodical study of a knowledge database of the l earning experiences of English second language teachers. Formal education would command and ensure teachers are equip with the knowledge about phonology, grammar syntax, bilingualism, and motivation and methodology, etc. In addition, beliefs about the theories within language learning are also organize in the process as teachers develop a technique or approach in second language teaching.More importantly, teachers gain insights from the personal experiences, specially in teaching second language. These insights are gained from reflection and recognition the complex, interwoven, rich, and diverse nature of what teachers know. The contents of this teacher booklet all aim to give the SLA teacher some insight into the areas in which he exerts significant impact. If taken to heart, he will indeed be able to make a dent in language learning by lessening the anxiety of his students and increasing their self-confidence. References Chang, Y. S. , Horwitz, E. K. and Schallert, D. L. (1999) .Language Anxiety Differentiating Writing and Speaking Components. Language Learning, 49 (3), 417-446. Cummins, J. (2000). Immersion education for the millennium What we have learned from 30 years of research on second language immersion. Retrieved on October 23, 2007 from www. iteachilearn. com/cummins/immersion2000. html Ehrman, M. E. , Leaver, B. L. Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31 (3), 313-330. Ellis, E. M. (2006). Language learning experience as a contributor to ESOL teacher cognition. Teaching English as Second Language or Foreign Language, 10 (1).Gardner, R. C. Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, Mass Newbury House. Hadfield, J. (1992). Classroom dynamics. Oxford Oxford University Press. Horwitz, E. K. (1986). Student effective reactions and the teaching and learning of foreign languages. College of precept The University of Texas at Austin, Texas. Horwit z, E. K. , Horwitz, M. B. Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70 (2). Huang, J. (2004). Voices from Chinese students Professors use of English affects academic listening. College Student Journal, 38(2), 212-223.Hyltenstam, K. (1992). Non-native features of near-native speakers on the ultimate attainment of childhood L2 learners. In R. J. Harris (ed. ) Cognitive processing in bilinguals, 351 367. Amsterdam North-Holland. MacIntyre, P. D. Gardner, D. (1994). How does anxiety affect second language learning? A retort to Sparks and Ganschow. The Modern Language Journal, 79 (1). Skehan, P. (1989). Individual differences in second-language learning. London Edward Arnold Young, D. J. (1991). Creating a low-anxiety classroom environment What does language anxiety research suggest? The Modern Language Journal, 75 (4).