learner's attitude and motivation
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LEARNER’S ATTITUDES
AND MOTIVATION
Prepared by :
a. Ahmad Subkib. Fiqry Aimanc. Azamerudind. Amer Najmi
Content :
1.0 Attitudes2.0 Motivation
1.0 Attitudes ?
♫ As Brown (2000) points out, attitudes are
cognitive and affective; that is, they are
related to thoughts as well as to feelings and
emotions.
♫ Attitudes begin developing early and are
influenced by many things, including
parents, peers, and interactions with people
who have social and cultural differences.
Attitudes “form a part of one’s perception of
self, of others, and of the culture in which one is
living” (Brown 2000).
♫ According to Gardner (1985) attitudes are a
component of motivation, which “refers to the
combination of effort plus desire to achieve
the goal of learning plus favorable attitudes
towards learning the language.”
1.1 Positive AttitudesBrown (2000)
concludes that
“positive attitudes
towards the self, the
native language group,
and the target
language group
enhanced proficiency”.
1.2 Negative
AttitudesNegative attitudes
towards the foreign
language and group,
which often comes from
stereotypes, can
impede
*( menghalang ) the
learning of that
language.
When students experience success, the
positive attitudes are reinforced.
Attitudes can be modified by experience,
effective language teaching strategies can
encourage students to be more positive
towards the language they are learning.
1.3 When? How?
Certain kinds of anxiety can interfere with your
language learning
Fear of making mistakes can inhibit your learning
Too much correction or criticism can inhibit your
learning
• The more positive you feel about the speakers of a
language, the more motivation you will have to learn it
• If you want to communicate with speakers of a
language, you will be more motivated to learn it
• If you need to use a language, you will be more
motivated to learn it
Reference Brown, H. D. (2000). Principles of
language learning and teaching. 4th ed. White Plains, NY: Addison Wesley Longman.
Gardner, R. C. (1985). Social psychology and second language
learning: The role of attitudes and motivation. London: Edward Arnold.
Internal and external factors that stimulate desire
and energy in people to be continually interested in
and committed to a job, role, or subject, and to exert
persistent effort in attaining a goal
Motivation results from the interactions among
conscious and unconscious factors such as the
intensity of desire or need, incentive or reward value
of the goal, and expectations of the individual and of
his or her significant others.
2.0 Motivation ?
2.1 Intrinsic motivation Intrinsic motivation means that the
individual's motivational stimuli are coming
from within.
The individual has the desire to perform a
specific task, because its results are in
accordance with his belief system or fulfills a
desire and therefore importance is attached to
it.
Our deep-rooted desires have the highest motivational power. Below are some examples:
Acceptance: We all need to feel that we, as well as our decisions, are accepted by our co-workers.
Curiosity: We all have the desire to be in the know. Honor: We all need to respect the rules and to be
ethical. Independence: We all need to feel we are unique. Order: We all need to be organized. Power: We all have the desire to be able to have
influence. Social contact: We all need to have some social
interactions. Social Status: We all have the desire to feel
important.
2.2 Extrinsic motivation
Extrinsic motivation means that the individual's
motivational stimuli are coming from outside. In
other words, our desires to perform a task are
controlled by an outside source.
Note that even though the stimuli are coming
from outside, the result of performing the task
will still be rewarding for the individual
performing the task.
Extrinsic motivation is external in nature. The most well-known and the most debated motivation is money. Below are some other examples:
Employee of the month award
Benefit package Bonuses Organized activities