effect of motivation on SLA

7/28/2019 effect of motivation on SLA

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Paper Task of Psycholinguistics

Second Language Acquisition

The Effect of Motivation on SLA

By:

1. Andri Irawan (1010231106)2. Asbit Iman Sampurna (1010231115)3. Nafiatul Laili (1110231154)4. Nur Muhammad Sholeh (1110231150)5. Yunita Rahayu (0910231004)

TEACHER TRAINING AND EDUCATION FACULTY

JEMBER MUHAMMADIYAH UNIVERSITY

2013


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CHAPTER I

INTRODUCTION

1.1 Background of the ProblemLanguage is an extremely important way of interacting with the people

around us. We use language to let others know how we feel, what we need, and to

ask questions. We can modify our language to each situation. For instance, we

talk to our small children with different words and tone than we conduct a

business meeting. To communicate effectively, we send a message with words,

gestures, or actions, which somebody else receives.

Through language we can connect with other people and make sense of our

experiences. In this globalization era, the communication with the other people is

not limited in our country only but also from the foreign country. Thats why we

will not only learn one language as first language. The other language that we

need to learn named second language. The importance of learning a second

language becomes self-evident. Learning a second language helps you to

communicate across cultures and to conduct business in lands you may never have

previously considered viable markets. It also helps you to address customers in

the language that they understand best and in which they are most comfortable

communicating. Additionally, the importance of learning a second language is

emphasized every day when we see the diversity of earths cultures and the

amazing array of people that make up our global community. Some describing

here make us interested to know more about second language acquisition.

As far as we know, there are some factors that have strong variable in success

of learning second language. The success of any action usually depends on theextent to which individuals strive to attain their purpose, along with their desire to

do so. In general people have come to refer to this psychological factorthe

impulse that generates the actionas motivation (Abrudan, 1999). The insight

about motivation for us just about desire, so that we will discuss the real definition

of motivation. Moreover our curious about the effect of motivation in second

language acquisition.


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1.2 Formulation of the ProblemA. What is Second Language Acquisition?B. What is the definition of motivation?C. Is there any effect of motivation on second language acquisition?1.3 The Objective of the Problem

1. To know what second language acquisition is.

2. To know the definition of motivation.

3. To know the effect of motivation on second language acquisition.


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CHAPTER II

DISCUSSION

2.1 Second language acquisition

Today many people are attempting to master more than one language. It is

undeniable that acquiring two or more languages may gain some benefits. Being a

bilingualism or multilingualism would imply social and economical advantages.

They would be commonly regarded as a group of people that has higher social

status since the acquisition of other language requires a tremendous effort. A part

from that, this skill may bring on an income or extra income if the possessors

apply it in particular occupations such as interpreters, translators, or language

teachers. Moreover, in this article I would like to argue that second language

acquisition also implies the acquisition of the second world view. Then I will try

to reveal how it happens. Furthermore, some suggestions on pedagogical methods

to assist in the process of second language acquisition are presented.

a. Language, Culture, and CognitionOGrady et al. (1997) defined language as a system of communication, a

medium for thought, a vehicle for literary expression, a social institution, a matter

for political controversy, a catalyst for nation building (p.1). Human beings as

the users of language have skill and capacity in accepting input, manipulating, and

then producing information about phenomenon in the world. The process of

producing words, arranging them into grammatical order that eventually form a

unit that contains meaning involves cognitive means.

Similarly, culture deals with the mental action or process of acquiring

knowledge and understanding through thought, experience, and the senses.Kessing (1979) stated a culture is, in a cognitive sense, a system of knowledge, a

composite of the cognitive systems more or less shared by members of a society.

(p.13) Both language and culture share a general idea, i.e. a system associated

with cognition. In terms of cognition, different cultures and languages, to some

extent, may indicate different procedure of obtaining knowledge and

comprehending through line of thinking, skills, experience, and the sensory

faculty. Kessing (1979) provided an evident of a particular phenomenon that is


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viewed differently by people from different cultures. He stated In, culture after

culture, ones predecessors are viewed as having gone ahead (before) along a

line of march we are following, and ones life experiences are seen as having left

behind (past = passed). Kwaio culture permutes this model by conceptualizing

the time periods associated with those who has gone before (ta?a I na?o people in

front) as being in front ofand downward from the present(p.31). This evidence

supports the idea that different cultures may have different point of view of the

same phenomenon.

Another authentication of different cognition of culture and language

variance can be observed from a linguistic feature. In this case, the mind-as-body

metaphor (referred to Kessings term) can be another hint of how people as users

of a language perceive phenomenon in the world. For example, to express that a

child is intelligent or clever, English will say the child is bright. Meanwhile,

Indonesian will say anak itu otaknya encer (the childs brain is liquid/watery).

English views cleverness as like light, but Indonesian regards it as fluid. The two

differences of the use of body metaphor may point out that they have different

perception on the same phenomenon. To sum up, a language and culture may

indicate a particular way of thinking. People from the same language and culture

are likely to have the same cognition. They will probably have similar perception

and feeling on phenomena in the world. On the contrary, users of different

languages and cultures may differ in expressing the phenomena in the world. It is

strongly influenced by their ways of thinking.

b. Second Language Acquisition and Cultural NormsThe previous section may lead an idea that the mastery of a certain

language may reflect the possession of knowledge on the culture that involvescognition of the people as the users of the language itself. It means that the

process of language acquisition implies a transferring of culture. Lyons (1981)

stipulated the process of language acquisition is such that the biological

transmission of whatever is universal in language is also dependent, for its

success, upon the process of cultural transmission (p.322). Biological

transmission refers to the genetically transmitted faculties of human mind. The


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latter means a system of knowledge and the cognitive systems. The two elements

play an important rule in the acquisition of first language.

Cultural transmission has more emphasis in the language acquisition.

Some features in linguistic such as lexical and grammar may involve cultural

entities. A word in a language can represent the perception of the language users

on the sign or phenomenon that is represented. Similarly, the perception of the

language users on gender can be seen from the unit of grammar they use. For

example, determiners in some languages distinguish an object by attributing

different determiners of gender. Therefore, the acquisition of a language naturally

will imply the acquisition of its culture. Lyons (1981) stated that If competence

in a particular language implies the ability to produce and understand sentences of

that language, then it is unquestionably a part of culture: i.e. social knowledge

(p.323) Furthermore, it is summarized that full understanding of the several kinds

of meaning that are encoded in the grammar and vocabulary of a language comes

only with a full understanding of the culture, or cultures, in which it operates

(Lyons, 1981). It means that one cannot be regarded as having competence in a

language if he or she has no comprehension on its culture. On the contrary, one

who has competence in more than one language should possess more knowledge

on culture. This is a consequence of second language acquisition that requires the

acquisition of cultural norms that exist in the target language.

The cultural norms may reflect the cognition of the people in the target

language, and the cultural script of the second language. The norms include some

notions in interaction that deals with content and form. The interactional norms

naturally bear some aspects of culture that exist in a community or nation.

Liddicoat and Crozet (2001) studied the conversation of Australian students assecond language learners of French on a particular topic. The learners were asked

to make a conversation initiated by Didyou have a good weekend? Lidicoat and

Crozet found that the typical talk of French did not appear since the subjects did

not have knowledge of interactional norms in French culture. This happened as

the consequence of different interactional norms between two cultures. Liddicoat

and Crozet (2001) as cites in Beal study (1992) revealed that Australians perceive


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that the question does not have any purpose of finding detail information from

their partner of talk, but French see it as the question that needs detailed answer.

Australians tend to give facts rather than opinion while French prefer to

give detail explanation including opinions. Dealing with conversational style or

form Australian do not interrupt the person who is talking, but French do. This

study has argued that differences in conversational style are linked to problems

and misunderstandings in both intercultural and intercultural interactions.

Lindicoat and Crozets study supports the idea that second language acquisition

should involve the acquisition of the culture as to succeed in the process of

communication. Since culture reflects cognition or the perception of how people

in a community view the signs or phenomena in the world, second language

acquisition implicates the acquisition of another world view. Therefore, in this

context a bilingualist or multilinguists should have benefit by gaining such

awareness.

c. The Pedagogical MethodThe introduction of culture to second language learners could be

problematic. The learning goal would become clouded or lost by the emphasis on

culture. To avoid such a deviation occurs; there should be an appropriate method

or methods to teach the cultural norms. Crozet (1996) proposed a method in

transferring cultural or interactional norm to second language learners. The

method includes the activity that is divided into four phases: awareness-raising

phase, experimentation phase, production phase, and feedback phase. The

awareness-raising phase involves second language learners to identify a short list

of stereotypes about peoples learners and people of the target language.

Naturally the learners identify negative stereotypes of the two cultures.Then the teacher suggests that stereotyping frequently results from

misunderstanding the different cultural norms speakers used in different countries

to communicate with each other. Learners are asked to answer a question in the

learners language context then find out the equivalent answer in the target

language. This activity is aimed to show that the answer cannot be easily

translated from one language to another without knowing the appropriate cultural


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norms in the target language. The typical answers along with the explanation are

provided at the end of this phase.

In the experimentation phase, the teacher let the learners engage in a

multimedia task based on unscripted videotaped conversation between two native

speakers of the target language. Then the learners are asked to reconstruct the

correct sequence of the scrambled-order conversation, and to recognize the norms

of interaction that had been brought to their attention during the awareness-raising

phase. After this phase, the learners conducted role-plays of a conversation on

fictitious similar topic using appropriate target language norms of interaction.

During this production phase the learners role-plays are watched by the

others or they can be videotaped. Finally, in the feedback phase the learners

comment each other about the conversation they have done. The discussion is

established and eventually this lead to the understanding that learning to speak in

a foreign language is not a matter of simply adopting foreign norms of behavior,

but about finding an acceptable accommodation between ones first culture and the

target culture. Lidicoat and Crozet found that the learners who have undergone

these phases for ten weeks showed the acquisition of the cultural norm or

interactional norms for both contents and form. Although this acquisition of form

tended to lose after one-year completion of the instruction, but the contents still

remained.

Similarly, another method of transferring cultural norms through second

language learning is by giving the learners a chance to observe directly the

behavior of the target language native speakers. This method is called

behavioristic learning. La Forge (1983) recommended that progress in second

language acquisition took place in a significantly different way frombehaviouristic learning (p.113) These studies recommend us that both

pedagogical methods can be appropriate to transfer cultural norms to second

language (L2) learners. At the same time, it means that this pedagogical method

introduce the cognition of native speakers in the target language to the L2

learners. As the result, the L2 learners not only gain the acquisition of the second

language, but also the acquisition of second world view.


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2.2 Motivation

There are several factors that combine in a profile of a successful L2

learner. Obviously, the motivation to learn is important. Many learners have an

instrumental motivation. That is, they want to learn the L2 in order to achieve

some other goal, such as completing a school graduation requirement or being

able to read scientific publications, but not really for any social purpose. In

contrast, those learners with an integrative motivation want to learn the L2 for

social purpose, in order to take part in the social life of a community using that

language and to become an accepted member of that community.

Motivation may be as much a result of success as a cause. A language

learning situation that provides support and encourages students to try to use

whatever L2 skills they have in order to communicate successfully must

consequently be more helpful than one that dwells an errors, corrections, and a

failure to be perfectly accurate. Indeed, the learner who is willing to guess, risks

making mistakes, and tries to communicate in the L2 will tend, given the

opportunity, to be are successful.

Motivation variables and second language learning

1. What is meant by the term motivation?

The term motivation in a second language learning context is seen

according to Gardner (1985) as referring to the extent to which the individual

works or strives to learn the language because of a desire to do so and the

satisfaction experienced in this activity (p.10).

According to the Pocket Oxford English Dictionary (2004), motivation is

'1. the reason or reasons behind ones actions or behavior. 2. Enthusiasm.'

(p.587). Hence, the abstract term motivation on its own is rather difficult todefine. It is easier and more useful to think in terms of the motivated learner:

one who is willing or even eager to invest effort in learning activities and to

progress.

2. What are different types of motivation?

Gardner and Lambert (1959, 1972) have done pioneering work to explore

the nature of motivation specific to language study. Gardner highlights two

different types of motivation:


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1) Instrumental motivation: the desire to learn a language because it would

fulfill certain utilitarian goals, such as getting a job, passing an examination,

etc.

2) Integrative motivation: the desire to learn a language in order to communicate

with people from another culture that speak that language; the desire is also

there to identify closely with the target language group.

Instrumental motivation vs integrative motivation

A distinction has been made in the literature between integrative and

instrumental motivation: the desire to identify with and integrate into the target-

language culture, contrasted with the wish to learn the language for the purpose of

study or career promotion. Gardner and Lambert (1959, 1972) showed that

success in a foreign/second language is likely to be lower if the underlying

motivational orientation is instrumental rather than integrative. But research since

then has cast doubt on the application of this claim to foreign language learners in

general. In any case, at least one other study (Burstall et al., 1974) has indicated

that it may be impossible in practice to distinguish between the two. (Penny Ur

(2005) A course in Language Teaching: Practice and Theory, Cambridge:

Cambridge University Press.p.276).

Another distinction, perhaps more useful for teachers, is that between

intrinsic motivation (the urge to engage in the learning activity for its own sake)

and extrinsic (motivation that is derived from external incentives).

3. What are characteristics of motivated learners?

The author of a classic study of successful language learning (Naiman et al.,1978) came to the conclusion that the most successful learners are not necessarily

those to whom a language comes very easily; they are those who display certain

typical characteristics, most of them clearly associated with motivation.:

Positive task orientation Ego involvement Need for achievement High aspirations


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Goal orientation Perseverance Tolerance of ambiguity

4. What is the role of the teacher in second language learning?

In the second language classroom environment, what undoubtedly

influences learners learning outcomes is their interpretation of interpersonal

teacher behavior. So, in language learning, the teacher plays the main role.

According to Mickey Nasiri, General Manager at Cambridge Silicon Radio:

"For the drivers in my city, it is obvious how bad the pedestrians behave. They

walk on the roads, slow down the traffic, and they dont even care about their own

safety. The drivers have to honk to make the pedestrians aware of the danger they

put their lives in. For the pedestrians in my city, it is obvious how bad the drivers

behave. Drivers dont let the pedestrians cross the roads and they honk and

pollute the city.

A simple psychometric test shows that hyped self-perception is a

widespread human trait. A good leader is aware of this myth and surrenders to the

belief that people are like me, and they try to do the best job they can which

helps in effective delegation. This belief makes the good leader wonder why one

succeeds and the other fails. If understanding the concept of 'hyped self-

perception' is a foundation for effective delegation, the answer to the above

question, 'condition', is the heart of motivational skills. Although everyone tries

ones best, the conditions are different. The obstacles in ones condition could de-

motivate the individual, and de-motivated people are normally not successful. A

good leader works for creating the condition conducive to success for peoplearound him/her. People do the best they can; the leader just needs to remove the

biggest obstacles. Now, if the good leaders belief in people would lead to less

honking cars, well, that is also positive for the reduction of noise pollution. "

(Leader speech motivating leaders, Dont honk!: The Hindu Business Line

Monday, August 14, 2006 p.11.)

The above-said words were meant not only for a good leader, but also for

a good teacher or facilitator - who helps to remove the biggest language learning


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obstacles from his/her learners, and creates conditions conducive to language

learning success.

2.3 The Influence of Motivation in Second Language Acquisition

Most of people in the world must be learn second language which is

needed mainly for this modern century. Muriel (2006:5) notes that second

language acquisition (SLA) involves a wide range of language learning settings

and learner characteristics and circumstances. The reasons of why many people

learn second language are among others: interest in learning L2 because of a

desire to learn about or associate with the people who use it (e.g. for romantic

reasons), because of an intention to participate or integrate in the L2-using speech

community, and also for requirement of something necessary like for graduation,

occupation, etc. The reasons refer to the most widely recognized types of

motivation are integrative and instrumental. The relative effect of one or the other

is dependent on complex personal and social factors: e.g. L2 learning by a

member of the dominant group in a society may benefit more from integrative

motivation, and L2 learning by a subordinate group member may be more

influenced by instrumental motivation.

Another factor which is frequently cited to explain why some L2 learners

are more successful than others is individual motivation (Muriel,2006:85).

Motivation in language-learning plays a vital role. It is motivation that produces

effective second-language communicators by planting in them the seeds of self-

confidence. It also successfully creates learners who continuously engage

themselves in learning even after they complete a targeted goal. In addition,

Muriel (2006:10) states that adding second languages at an older age often takesconsiderable effort, however, and thus requires motivation. Actually the old age is

not becoming problem in learn some languages if there is a strong motivation that

comes internally even externally.

Motivation may be as much a result of success as a cause (George,

2006:168). A language-learning situation that provides support and encourages

students to try to use whatever L2 skills they have in order to communicate

successfully must consequently be more helpful than one that dwells on errors,


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corrections and a failure to be perfectly accurate. Indeed, the learner who is

willing to guess, risks making mistakes, and tries to communicate in the L2 will

tend, given the opportunity, to be more successful. The next explanation described

by Nuri (2001) as cited in Reece & Walker (1997), express that motivation is a

key factor in the second language learning process. They stress that a less able

student who is highly motivated can achieve greater success than the more

intelligent student who is not well motivated.

From the text above, it is explain that motivation is giving a good

influence for learning second language because by high motivation in learning

second language it can make the students more interesting to the teaching learning

especially the language that they do not acquire in their origin environment.

Thats why motivation is vital in language learning. It makes language learners

positive about their own learning. It also creates the drive in them to acquire the

targeted language, enjoy the learning process, and experience real communication.

Moreover, experience of success and satisfaction has a strong connection with

motivation. By realizing their improvement and achievement, students always

gain the feeling of success.


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CHAPTER III

CLOSING

3.1 Conclusion

After discussing above, we conclude that Second Language Acquisition

(SLA) is the process of the people learns about second language that involves

some of language learning settings and learner characteristics and circumstances

which influence to acquire second language. Additional language is called a

second language (L2) even though it may actually be the third, fourth, or tenth

language to be acquired.

In the other one we need some motivation to learn second language.Motivation is defined as the learner's orientation with to achieve the goal of

learning a second language so the teachers have to find creative ways to teach

language and increase students motivation to learn language

The success in second language acquisition depends on many factors.

Motivation factor is among the most important ones. As to motivation, it has been

found that motivated learners are more successful in second language acquisition

than those who are not motivated.

3.2 Suggestion for Laguage Teacher

In order to make the language learning process a more motivating

experience instructors need to put a great deal of thought into developing

programs which maintain student interest and have obtainable short term goals.

Teachers need to create interesting lessons in which the students attention is

gained. This can sometimes be accomplished by the use of teaching strategies

which are not often called upon by other teachers in mainstream subject areas.

Encouraging students to become more active participants in a lesson can

sometimes assist them to see a purpose for improving their communication skills

in the target language. Successful communication using the target language

should result in students feeling some sense of accomplishment.


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REFERENCES

Lucas, Rochelle Irene. 2010. A Study on the Intrinsic Motivation Factors in

Second Language Learning Among Selected Freshman Students.

Philippine ESL Journal, (Online) Vol. 4.

Norris-Holt, Jacqueline. 2001. Motivation as a Contributing Factor in Second

Language Acquisition. The Internet TESL Journal, (Online), Vol. 7, No. 6,

( http://iteslj.org/Articles/Norris-Motivation.html, diakses 12 April 2013).

Nuri, Mehmet. 2001. The Effects of Age and Motivation Factors on Second

Language Acquisition.Frat University Journal of Social Science,

(Online), Vol. 11, No. 2,

(http://web.firat.edu.tr/sosyalbil/dergi/arsiv/cilt11, diakses 13 April 2013)

Saville-Troike, Muriel. 2006.Introducing Second Language Acquisition. New

York: Cambridge University Press.

Tam, Frank Wai-ming. 2009. Motivation in Learning a Second Language:

Exploring the Contributions of Family and Classroom Processes. The

Alberta Journal of Educational Research, (Online), Vol. 55, No. 1

Ushida, Eiko. 2005. The Role of Students Attitudes and Motivation in Second

Language Learning in Online Language Courses. CALICO Journal,

(Online), Vol. 23, No. 1.

Yule, George. 2006. The Study of Language. New York: Cambridge University

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