Different kinds of motivation

Different kinds of pauperizationThe importance of different kinds of motivation in SL learnednessThe presence of different types of motivation gage be really helpful for the language learner to give the best possible results in the learn process. Indeed, it is difficult to echo of any kind of study without motivation. Although too high levels of enthusiasm may backfire (and cause anxiety), it is inevitable to possess a healthy level of motivation in order to achieve results. Although students motivation is obviously not entirely under the teachers control, the instructor should do whatever is possible to increase this circumstanceor.It is commonly acknowledged that motivation cannister positively influence language learning. People are heavily dominated by their emotions, even in such seemingly dispassionate issues as language learning is. No wonder that student feelings have as much power to affect their learning success as their styles and strategies (Ehrman, 1996, p.135.). According to the definition of Ehrman (1996), motivation is the sensed payoff for the students investment of time, energy, and effort.(p.137.). Apparently, if this payoff is low, the student will either stop learning the language for good or, if they do not have an option, they will be caught in a web of bad feelings and even worse grades. Then, the failures will only generate further disappointment. On the another(prenominal) hand, a student who come acrosss at least one legitimate reason for continuing their language study is already on the right track. Anyone who has attempted language study is able to think of a number of such reasons. Yet, the scientific study of motivation is extremely challenging, since all the factors influencing motivation are interrelated and continually changing. They cannot very well be categorized according to the degree of their power. Therefore, motivation for learning a foreign language has usually been classified according to its possible source s.A common manner of categorization is to distinguish extrinsic and intrinsic motivation. According to definition (and closely connected with its name) intrinsic motivation is thought of as being within the travail itself a sense of achievement, self-esteem, pride in solving the problem, enjoyment of the class, being able to use the language as desired. (Johnson Johnson, 1998, p.220.) Extrinsic motivation, on the other hand, is connected with other consequences of success on the task (Johnson Johnson, p.220.), such as promotion at ones workplace, good grades, and so on.Another model of classification is that of Robert Gardners (as cited in Ehrman, 1996). He divided motivation into instrumental and integrative types. The first may be equated to extrinsic motivation, while the other is more interesting it has to do with the desire to rifle part of a target language community. (Ehrman, 1996) As the research of motivation in language learning progressed, many other theories have b een drawn up, utilise similar and new motivating elements as well.An especially intricate model of motivation has been created by Zoltn Drnyei. It is called the L2 Motivational Self System and it consists of ternion main components i distribute L2 self, ought-to L2 self and the L2 learning experience. (as cited in Csizr Kormos, 2009, p.99.). The creative thinkerl L2 self is an image of how students would like to see themselves, in this case, as fluent speakers of a given language. This component includes Gardners integrative motivation as well. The ought-to L2 self includes the characteristics of an ideal person who is able to evade failure in language study. The notion of L2 learning experience is quite easy to grasp, it basically means the motivating force of the learning settings. An experiment that Csizr and Kormos (2009) conducted with the participation of secondary school and university students in capital of Hungary gave the results that the main factors influencing langu age learning were the ideal L2 self and the learning experiences, while the role of the ought-to L2 self seemed marginal (Csizr Kormos, p.109.). Although this study is bound to be slenderly narrow to draw too general conclusions from, it clearly demonstrates an important idea the learning environment has a great influence on student motivation. As is shown by the experiment of Csizr and Kormos (2009), some motivation types have an implication for language instruction, because they may be influenced by teaching strategy. However, there are some(prenominal) problems with enhancing motivation. In the first place, as it has been mentioned before, it is not an easy task to study motivation motivation types are notoriously difficult to isolate and motivation is hard to measure. Moreover, the relationship of theory and research to classroom situation (Johnson Johnson, 1998, p.223.) is also questionable, that is, the theories are often difficult to prove and apply in real life situatio ns. What is more, although motivation is generally considered to be necessary, teachers might not be able to devote enough attention to it, because of the large size of the learning group or other unfavourable circumstances. Finally, there are cases when motivation simply cannot be influenced from the outside, as in the case of integrative motivation of a person who pointedly dislikes a culture associated with a language or feels aversions to the language itself.In spite of all these complications, there has been a consistent move towards motivation-enhancing learning activities (Johnson Johnson, 1998, p.224.). The ways Ehrman (1996) suggests to deal with lack of motivation are the following most importantly she advises listening to the anger, tension, and mixed motivations (p.142) of the unenthusiastic students and helping them cope with their destructive emotions using, for example, relaxation exercises(p.143). Another idea of Ehrman (1996) is to motivate students with activities that are in accordance with their interests and pastimes. These strategies sound very practical and sensible, however, they have considerable limitations taking into account the varied composition of the class and the fact that the teacher is not a psychologist. There are other, more theoretical means that are thought to boost motivation as well. According to Stevick (as cited in Johnson Johnson, 1998) relevance of material to the students language requirements, completeness of the syllabus, authenticity of the information provided, satisfaction of students beyond learning and immediacy of the knowledge gained are five types of reward that could be reinforced into materials and would encourage students to persevere and succeed. (Johnson Johnson, 1996, p.224.). Some of Stevicks ideas, namely that of relevance, authenticity and immediacy have already been adopted (the first two by the Language for Specific Purposes vogue and the last one in Notional Functional Syllabuses), while c ompleteness and satisfaction are more debated (Johnson Johnson, p.224.)In summary, motivation is a slippery notion that can be neither measured properly, nor examined very precisely, as it changes from community to community, from person to person, and may even change in the learning history of a atomic number 53 student. Still, there are ways to study motivation and as it is admittedly an important factor of language learning, research and practice, hand in hand, should try to find ways to make it as high as possible.ReferencesCsizr, K., Kormos, J. (2009). Learning Experiences, Selves and Motivated Learning Behaviour A Comparative Analysis of Structural Models for Hungarian secondary winding and University Learners of English. In Z. Drnyei E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 98-119). Bristol, England Multilingual Matters.Ehrman, M. E. (1996). Understanding Second Language Learning Difficulties. London SAGE.Johnson, K., Johnson H. (Eds.). (1998 ). Motivation. In Encyclopedic Dictionary of utilize Linguistics. (pp. 219-225). Oxford, England Blackwell.