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Motivation Types 2

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others esp teacher education Edad recomendada: 20 años
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Liudmyla Klymenko
Liudmyla Klymenko
Ucrania

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Motivation Types 2

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Liudmyla Klymenko
1

instrument integrate external needs internal motivated combination environment need large advantage integrative demotivated

Within the field of language learning , the best known analysis was conducted by Gardner and Lambert in 1972 . They identified two key motivations for language learners : 1 . instrumental and integrative motivation .
Instrumental motivation means motivation as a result of an external
2 . , i . e . something that the learner needs to do . For example , they may need to communicate in the foreign language in their job , or they may need to pass an exam . These are described as 3 . because the need comes from outside , rather than from the learner himself / herself . The language is simply a tool or 4 . that enables the learner satisfy that need .
In contrast , 5 . motivation comes from within the learner . It comes from the learner ? s desire to 6 . to some extent with other people who speak the same language ( or the same variety of a language , such as medical English ) . So where instrumental motivation comes from an external need , integrative motivation comes from an 7 . want .
Two important things need to be said about these types of motivation . Firstly , all learners probably have some 8 . of the two types , and this combination will vary over the course of their learning . As teachers , we need to be aware of both types , in order to take 9 . of them .
Secondly , and perhaps more importantly , both instrumental and integrative motivation work on a 10 . scale : they help us to understand why a particular learner is attending a course , their macro - motivation . But they say very little about their micro - motivation : how that learner feels during and
between individual lessons . It is quite possible for a learner to have high levels of integrative and instrumental motivation , and still feel 11 . by boring lessons or an unpleasant learning 12 . . Conversely , it is possible for a learner with little or no instrumental or integrative motivation to be highly 13 . in the classroom , due to the quality of the teaching , for example .

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