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