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Subject : Mastering English Grammar For Learners Submit by : Alfi Rahmadi
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PRONOUN (KATA GANTI)
Personal Pronoun
Posessive Possesive Reflexive
Pronoun Subject Object
Adjective Pronoun Pronoun
Pronoun Pronoun
1st person
I Me My Mine Myself
(singular)
2nd
person You You You Yours Yourself
(singular)
3rd
person She Her His His Himself
(female)
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HISTORICAL
PERSPECTIVES
HISTORICAL PERSPECTIVESS
Since language, as ‘an integralpart of an individual’s identityinvolved in almostall mental activities’ (Dörnyei
1996, p. 72), serves as an interpersonal communication system and atool for social organisation, research on
language learning motivation has been influenced by both socialand cognitive theories.Among a variety of
theoriesof motivation in the field
HISTORICAL
PERSPECTIVES
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INTEGRATIVE
VERSUS INSTRUMENTAL MOTIVATION
Drawing on social psychology research, Gardner’s (1985) conceptualisation of motivation emphasises individual
learners’ attitudes towards L2 and the L2 community and differenti- ates integrative motivation from instrumental
motivation. Integrative motivation refers to learners’ ‘willingness to be like the valued members of the language
community’ (Gardner and Lambert 1972, p. 271), which can involve L2 learners’ positivefeelings toward the L2
group and the desire to interact with and even become similar to members of the target language community. In
contrast, as the utilitarian counterpart of integrative motivation, instrumental motivation speaks of pragmatic gains
from L2 proficiency, such as getting a better job or a higher salary.
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INTRINSIC VERSUS EXTRINSIC
MOTIVATION
INTRINSIC VERSUS EXTRINSIC MOTIVATION
Researchers have also conceptualised individual learners’
language learning motivation in light of the self-determination
theory (SDT) (Deci and Ryan 1985; Ryan and Deci 2000).
Unlike the Gardner’s motivation model, SDT focuses on
individual language learners’ selves to explain what motivates
them to learn in terms of intrinsic and extrinsic motiva- tions.
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L2 MOTIVATIONAL SELF SYSTEM
Echoing the SDT’s focus on self, Dörnyei and colleagues (e.g., Csizér and Dörnyei 2005; Dörnyei and Ushioda 2009) proposed a new
theoretical model to investigate L2 motiva- tion, i.e., the L2 Motivational Self System (Dörnyei 2009). This model consists of three main
components:
• the Ideal-L2 Self, referring to the idealisedimages learners have of themselves as future L2 users
• the Ought-to L2 Self, composed of idealised images generally intendedto please othersor avoid negativerepercussions;
• the L2 LearningExperience, involving ‘situated, executive motives which are associated with the immediate learning environment and
experience.
CRITICAL ISSUES AND
TOPICS
CRITICAL ISSUESAND TOPICS
When appreciating young language learners’ motivation, it is important
to remember that young learners are less likely to be motivated for
integrative reasons, as they usually have limited direct contactwith
native speakersin many contexts.
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OBJECTIVES 01
Research in educational psychology has
recognised the important role parents play in
theirchildren’s educational attainments
OBJECTIVES 02
Much evidence presented by researchers has shown
that parents’ involvement in children’s learning, such
as discussing children’s school work with them and
PARENTAL offering immediate help for learning whenever needed,
INVOLVEMENT
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PARENTS’ SOCIOECONOMIC STATUS
(SES)
Researchers have noted that language learning involves both However, considerable differences exist across learners in terms
individual cognitive activities and the efforts to obtain access to ofaccess to resources for learning English both within and outside the
resources provided in social activities (e.g., Norton and Toohey 2001; formal school system, which can largely be attributed to differences
Zuengler and Miller 2006), such as opportunities to communicate between SES of parents
with com-petent speakers of the languageand to use materials that
can assistlearning of the language (Palfreyman 2006).
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TEACHER AND TEACHING-RELATED FACTORS
MEDIATING YOUNG LEARNERS’
ENGLISHLEARNING MOTIVATION
Apart from parental involvement and parents’ SES, teachers and
teaching programmes also mediate children’s motivation (Hamada
2011; Kikuchi 2009; Sakai and Kikuchi 2009). In their research on
students’ (fourth to sixth grade) motivation for learning Arabic as an
L2, Donitsa-Schmidt et al. (2004) discovered that students’ satisfaction
with their Arabic lan- guage programme could best predict their
motivation. This finding adds support to previ- ous research arguing
for the important role of quality language programmes in mediating
enthusiasm and satisfaction with the learning environment (e.g.,
Ushioda 1998), which in turn influences motivation for learning the
language.
CURRENT CONTRIBUTIONS AND
RESEARCH
Recent research has highlighted the dynamic nature of L2 motivation, especially temporal variations (e.g.,
Dörnyei 2001; Dörnyei and Ushioda 2009, 2011; Kim 2012a). Dörnyeiand Ushioda (2011, p. 6) stated that
‘motivation does not remain constant during the course of months,years or even during a single lesson.It ebbs
and flows in complex ways in responseto various internal and external influences’. In other words, the temporal
dimension also constitutes an important aspectof L2 motivation of younglearners (Dörnyei 2000).Empiri- cal
research has shown the complex and non-static nature of young learners’ motivation.
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Recommendations for practice
Recommendations for practice
So far, we have reviewedthree popular theoretical perspectives on motivation
research and the relevantconstructs, factors mediating motivation as well as the
dynamic developmental trajectories of young learners’ L2 motivation. Relevant
research has provided rich insights for researchers, practitioners and
parents,especially in termsof the decline of intrinsic moti- vation as children grow
older, and the roles parents, teachers and the teaching and learning environment
play in shaping young learners’ motivation.
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FUTURE RESEARCH
DIRECTIONS
LThis chapter has reviewed the current research on young learners’ motivation
to learn Eng- lish as an L2 or FL. We have highlighted theoretical perspectives
and constructs widelyused in this area of inquiry, the dynamic developmental
trajectories of young language learners’ motivation, and factors mediating
motivation.
CONCLUSION
Reflecting on the landscapeof research on young learners’ L2 motivation, we would like to suggest some directions for
future research. There might not be any single framework (e.g., SDT) that can account for the complexity of young
learners’ L2 motivation; there- fore, more researchtaking different theoretical perspectives should be conducted to
develop
theories of L2 motivation to specifically addressyoung L2 learners. Moreover, while draw-ing constructs from different
perspectives can benefit our understanding of the phenom- enon, researchers should make efforts to enhance the
conceptual clarity of constructs and terminologies used in their own studies,so as to allow for synthesis or meta-analysis
acrossstudies in the future.
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THANK YOU
Subject : YOUNG LEARNERS’MOTIVATIONS FOR LEARNING ENGLISH Submit by : MUHAMMAD FARIHIN
