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Integrative Motivation: A Successful Motive in SLA
Transcript of Integrative Motivation: A Successful Motive in SLA
Motivation “involves four aspects, a goal, effortful behaviour, a desire to attain the goal and favourable attitudes towards the activity in question” (Gardner 50).
Integrative motivation: a better motivational construct in SLA.
Integrative Motivation enhances the learning process in second language acquisition.
Learners learn willingly
Gardner and Lambert have found that instrumental motivation is slightly able to prognosticate if a learner is going to succeed or not (qtd. in Ellis 514).
Integrative motivation also improves the classroom environment in the second language acquisition process.
It makes the classroom environment more active.
Integrative Motivation: A Successful Motive in SLA
Is Integrative motivation more successful than Instrumental motivation in SLA?
Although second language learners are being more instrumentally motivated nowadays, integrative motivation is more successful because it enhances the learning process and improves the classroom environment.
Two Types of Motivation
Integrative Motivation can be defined as when the learner has "desire or willingness to identify with the other language community, and [he/she] tends to evaluate the learning situation positively” (Gardner 6).
Instrumental motivation is when the learner has a “goal that doesn’t seem to involve any identification or feeling of closeness with the other language group, but instead focus on a more practical purpose…” (Gardner 10).
Second language learners feel identified with the target language and culture
Learners adopt a “positive attitude towards the process” (Ellis 237).
“[P]ositive attitudes towards the L2, its speakers, and its culture can be expected to enhance learning” (Ellis 200).
“[I]ndividuals who were integratively oriented were more successful at learning the second language than were individuals who were instrumentally oriented” (Gardner 2).
“[I]ntegrative motivation has been shown to be strongly related to L2 achievement” (Ellis 513).
“[I]ndividuals who want (or are willing) to identify with the other language group will be more motivated to learn the language than individuals who do not” (Masgoret and Gardner 172).
“Those who are concerned with establishing relationships with target language speakers are more likely to pay close attention to the pragmatic aspects of input and to struggle to understand than those who are not so motivated” (Schmidt 36).
“Integrative motivation is a key component in assisting the learner to develop some level of proficiency in the language” (Norris-Holt).
Instrumental motivation “appears to be much more powerful in…contexts where learners have little or no interest in the target-language culture and few or no opportunities to interact with its members” (Ellis 514).
"[T]he students who support an integrative approach to language study are usually motivated to a greater degree to learn a second language and overall more successful in language learning” (Carrió-Pastor and Mestre 243).
"[S]tudents who exhibited high scores on the indices of integrative motivation participated more actively in language class, volunteering and responding correctly more frequently and showing greater satisfaction with the class (Gardner 7).
“Learners with integrative motivation are more active in class and are less likely to drop out” (Ellis 513).
Learning interactively is also part of the integratively motivated student.
“An integrative orientation reflects a positive disposition toward a community of L2 speakers, accompanied by a desire to learn the L2 for the purpose of interacting with, and even becoming similar to valued members of the community of L2 speakers” (Guilloteaux 60).
“[G]roup collectiveness, as stated by the participants, enhances their motivation to come to class and learn English” (Lopez 84).
“[C]lassroom interaction, in the target language, can now be seen as not just offering language practice (as it would from our first viewpoint), nor just learning opportunities (the second viewpoint), but as actually constituting the language development process in itself” (Allwright 7).
“In the case of spoken input, it may occur in the context of interaction (i.e. the learner’s attempts to converse with a native speaker, a teacher, or another learner)…” (Ellis 26).
Enriches the process
Improves classroom environment
Further research can explore different fields
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