Intrinsic Motivation Essay

Second actors line Acquisition (SLA) is collecting development in which people acquire a new vocabulary more jetly receiven as game nomenclature in addition to their native tongue. The sanction dustup is ofttimes referred as localise actors line or L2. In addition, flash phrase denotes any new words learned after early puerility old age. This means subsequently lyrics learned i. e.third or fourth oral intercourse is still referred to as warrant address. A human action of personal and environmental figures whitethorn affect the decision to learn a minute voice communication. Examples of such(prenominal) factors include family influences, social stems or peers, t severallyers, school, age, and self- pattern. An individual whitethorn copy a t individually on acquiring a reciprocal ohm diction cleverness for various reasons and motivations.In a think of UK and European scholarly persons, it has been stated that the reasons a student pursues a study a foreign verbiage atomic number 18 the following 1) to be suitcapable to develop a carg geniusr service for opportunities in the future 2) a students personal leaning to learn the verbiage 3) to be able to learn and appreciate to heathen differences 4) for an enhanced acquaintance of the culture where the phraseology is used 5) and to be able to reside in nations where the language is used.The current teacher booklet aims to protagonist the SLA teacher increase the essential motivation of SLA savants by presenting sundry topics, including poses and motivation in second language encyclopaedism clarifying irrational beliefs nearly language larn what the SLA teacher ought to concentre on sources of language perplexity the learning environment as source of language fear shiftings of presumption socio- mental issues of language care and assurance instructor- apprentice fundamental interaction and schoolroom procedures and interpretation of pedagogue beliefs on l anguage learning.Attitudes and Motivation in Second deliin truth skill In the book Attitudes and motivation in second language learning, Gardner and cubic decimetre (1972) take for 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 whitethorn pursue the study of English such as a second language because of cardinals desire to work in abroad as intumesce as for travel plans.The learners practical rationale for acquiring a second language is referred to as instrumental motivation. On the new(prenominal) hand, a person may pursue the study of English language in order to successfully conf easy in spite of appearance the community where one is currently living. The learners purpose gouge be referred to as integrative motivation. Following a learners utilitarian purpose, the clear benefit of acquiring English as second language is to lay down a comp etitive edge in the labor market. Such skills be very(prenominal) valuable as businesses be increasingly congruous global.In fact, professionals who are fluent bilingual speakers down 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 signalizeifi rouset number of SLA learners, it is worthwhile to get wind how the teacher may be able to increase the confidence and intrinsic motivation and lessen the anxiety of the SLA learner. Clarifying Erroneous Beliefs ab tabu style LearningHorwitz, Horwitz & Cope (1986) believe that the problem of anxiety and the accompanying erroneous beliefs near language learning, as discussed in their literature focusing on schoolroom anxiety, represent serious impediments to the development of second language suavity as well as to act. I n their discussion of clinical concede with anxiety as a barrier to second language development, they categorise this personality factor as that of apprehension, worry and in time dread and queasy language learners often have difficulty concentrating, become forgetful, sweat, and have palpitations.Further, Chang, Horwitz, and Sch exclusivelyert (1999) describe that there are generally some(prenominal) types or constructs of anxiety, which are cogitate to second language learning in both speaking and indite. The announce suggests that second language schoolroom 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 physical composition anxiety refers to language-skill-specific anxiety felt by students.Chang, Horwitz, and Schallert (1999) suggest that these are 2 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 fraction for both constructs. In a research on English as Second Language, Huang (2004) reports that foreign students (i. e. Chinese) studying at North Ameri canister universities have faired very well in TOEFL. period Chinese students have obtained very high marks, many still have difficulties in understanding schoolman lectures, taking notes, writing assignments and giving presentations. Further, this report would in like manner illustrate that the two independent constructs reported by Chang, Horwitz, and Schallert (1999). Huang (2004) reports that the students in the study have increase in reading ability and grammar, and that listening and the speaking were the weakest.Moreoer, the study similarly reports low level of confidence of foreign students in participation and interaction in classes due to this difficulty thus, limiting their oerall motion. Cummins (2000) suppor ts that even though many have excellent English language skills in monetary value 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) further suggests that a learners leave behindingness to communicate has overly been cited to anxiety. His research points toward some language learners attempting to avoid communicating in a second language due to fear of embarrassment over their current skill level in speaking the second language. mayhap this is part of the reason wherefore many second language learners, who study overseas, slope to remain connected to other foreign second language learners and avoid prolonged social contact with native-speaking peers.Though the reasoning behind each individuals level of willingness to communicate will probable divert based on the number of people present, the topic of colloquy and the formali ty of the circumstances, avoiding discussion using the second language is a common anxiety among language learners. While many studies have staten the level 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 Anxiety 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 intermixture 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, in structor-learner actions, and language testing. Personal perceptions and beliefs can have a great effect on the progress of language learning. These perceptions 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, jr. students tend to learn the second language faster than their progress 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 characteristic anxiety. For example, freehandeds, who are pursuing study of a second language, may have a clear mission why they are pursuing such course and far more decision 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 lang uage 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 soupcons of uneasiness, such as late start or a belief that one needs a special predisposition for learning learning, can be attri barelyed to the barriers created by the students ego as one matures.Adult learners may grok their performance in a foreign language classroom as un inherent or ridiculous in comparison to their experience in the first language acquisition plow. Therefore, these factors often contribute to the apprehension and tightness felt by adult learners in the context of second language learning, more specifically in the aspect 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 negative emotions the moment they ill-treat into a foreign language classroom.Howe ver, it is a common perception of educators, who have lectured to a root of adults, that some non-native speaking students may be loth(p) to participate, 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 surroundings 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 boththing that happens in and between the participants, both the teacher and the students. Heron 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.Acceptance anxiety would relate to apprehension of being 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 reprimands 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 reform an misplay of a student. Whether the teacher corrects the error explicitly, by providing the correction, or implicitly, by indicating the gracious 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 role 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 inquiry or the question is directed to another person. More often, students would find the teachers unclear or unsatisfactory explanation as scotch 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 relat e to the apprehension or feeling of isolation in a class. The feeling of isolation may also extend itself as a feeling of disregarded. The feeling of being alone among ones peers is not uncommon in highly territorial classrooms in which students never want to change their seats or switch communion partners. Moreover, this would relate to students anxiety to talk using the target language with fellow students in fear of being appearing dullard and judge as well.Hence, research reports would suggest that foreign students will tend to company with fellow non-native speakers and exhibit behavioral avoidance when studying in the mainstream English classes. Variables of Self-Confidence Self-confidence is a positive image but realistic view of one-self and the situation. A confident person is someone who self-reliance 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. harmonise to Skehan (1989), available research does not show a single clearly- learnd blood 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 realization and measurement, pointing toward a relatively new area of potential research needing care. However, active 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 only as a personality trait with knotty factors affecting high or low confidence, but also as an outcome of high anxiety levels. This assumption is of considerable worry as anxiety tends to create negative self-perceptions about language performance and can then be tied directly to an increase in negative attitudes towards second language learning and a decrease in risk-tak ing 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 know 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 measuring 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, d epth 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 unachievable personal inclinations 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 truthfulness clash.A very good 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 af ter a lot of practice. On the other hand, an instructors beliefs about language teaching can also be a source of anxiety among second language learners. The manifestations of instructors belief can more clearly be seen in the methodology or approach in which an instructor conducts the second language class.For example, most instructors, who operate the Grammar Translation Method to teach English, will undoubtedly argue that the most fundamental reason for learning the language is to picture 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 educational institutions. These instructors often emphasize on the strict 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 ravish the sessions and create a less stressful environment for the students. Practitioners argue that recreating the natural process for children first learning their native language will hurry the learning of the second language in the same 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 speed 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 in to the dynamics of the learning environment.Hadfield (1992) has identified sevener traits of a good classroom dynamics as shown in tabulate 1. Table 1 Traits of Good Classroom Dynamics 1. student groups are cohesive and have a positive, supportive atmosphere. Group members are enkindle 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 me mbers of the group trust each other. 6. The group has a sense of fun. 7. Group members have a positive attitude to themselves as learners, to the language and culture being studied, and to the learning experience.Interpretation of pedagog Beliefs on Language Learning Many paradigms and principles in mentioned in animate literature in teacher cognition are generally by reputation 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 competency 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 appreciations as refinement of the Freemans categorization. Knowledge (cited after Woods by Ellis) would be related to facts and the things we know. Beliefs refers to the instructors acceptance of a proposition for which there is an real 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 reconstruct 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 perspective on something interpreted 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 learning experiences of English second language teachers. Formal education would require and ensure teachers are agree with the knowledge about phonology, grammar syntax, bilingualism, and motivation and methodology, etc. In addition, beliefs about the theories within language learning are also formed in the process as teachers develop a technique or approach in second language teaching.More importantly, teachers gain insights from the personal experiences, particularly 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 th e anxiety of his students and increasing their self-confidence. References Chang, Y. S. , Horwitz, E. K. and Schallert, D. L. 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