The successful person who always gets distinction who always
be the winner, who always be the famous leader is guided by motivation.
Motivation may be inner or outer both for each and every person. Robert Gardner
has conducted the most extensive
research into the role of motivation in SLA. And he finds that the dominant
models learning motivation with socio-educational model. A social psychological
factors frequently used to account for individual success in learning a second
language is motivation.
To be specific, motivation appears to be the second
strongest pillar of success first being aptitude. Nevertheless, an
investigation of the role of motivation in second language learning faces a
hurdle just beyond the starting block: the exact nature of motivation is not
clear. Everyone agrees that it has something to do with drive. When various
definitions are compared, it becomes clear that these definitions differ in
significant ways.
Individuals who are highly motivated will learn faster and
to a greater degree. Furthermore, numerous studies have provided statistical
evidences that indicate motivation is a predicator for language learning. Socio-psychological
factor frequently used to account differential success in learning a second
language is motivation. In general, motivation involves four aspects; they are:
a goal, effortful behavior, a desire to attain the goal and favorable attitudes
toward the activity in question.
The student or others can be motivated with the awareness of
the two types of goals. They are short term goals and long term goals. If the
students are motivated by the attraction of the better and prestigious job in
future (or desire to be able to communicate with the member of a target
language community) they are examples of a long term goals. On the other hand,
if the learners are willing to pass the examination or only solving the current
problem is the example of short term goals. Short term goals are not as
effective as the long term goals.
Types of Motivation
Observing the different scholars definition, motivation can
be categorized into different types. The major types of motivation have been
described below.
Extrinsic and
Intrinsic Motivation
According to Harmer, motivation can be divided into two
types: extrinsic and intrinsic. Extrinsic motivation is concerned with the
external incentives or influences as seen as determinant of learners
motivational strength. The use of prize and sweets etc. as the external reward
for their goal learning can serve to motivate them. For example, if the parents
are very much against the culture of the target language, this will probably
affect his/her motivation negatively. If they are very much in favour of the
target language, this might have the positive effect.
On the other hand, the opposite view of extrinsic is
intrinsic one. Motivation which is concerned with the factors such as physical
condition, methods, and teacher’s behavior inside the classroom is known as intrinsic
motivation. Only extrinsic motivation is not adequately for effective language
learning but intrinsic motivation also plays a vital and determining role. For example,
it is true that the teachers personality and the rapport s\he is able to
establish with the students are of vital importance. It is the ability to provide
motivating and interesting classes which are based both on the knowledge of
technique and activities and upon the teachers ability to inspire confidence in
the students; and have answer to their questions.
Integrative and
Instrumental Motivation
The basic distinction between integrative and instrumental motivation
was explained by Gardner and Lambert. Integrative motivation is defined as the
desire to be like the valued member of the target language community or the
learner wishes to identify with the culture of the second language group. Thus,
the students internal drive to integrate themselves into the target language
culture is called integrative motivation.
On the other hand, the term ‘instrumental motivation’
describes a situation in which student believe that mastery of the target
language will be instrumental in getting a better job, position or status. In other
words instrumental motivation occurs when the learners goal for learning are
functional in their life. The language is an instrument in their attainment of
such goal and learners should have guided by both integrative and instrumental
motivation.
Global, Situational
and Task Motivation
The distinction between global, situational and task
motivation were presented by Brown. The motivation which covers the general
orientation to the goal of learning a target language is known as global motivation.
Similarly, the motivation, which differs from one situation to another
situation is known as situational motivation. Here, the motivation associated
with the natural language learning situation is totally different from motivation
provided with target language learning. The third motivation which is necessary
for the learner in order to solve the problem or completing the task is known
as task motivation. Actually task motivation is the motivation for instructing
the particular language learning tasks.
Conclusion
Motivation is key for success and motivation have several
sources too. Inherent interest, success experienced by learner and learning
activity itself are some sources of motivation. Success plays important role in
motivation. The learners who make good presentation and are encouraged to try
harder, success can invites confidences which leads learners to the motivation and
it results in greater success.
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