The
Types of Motivation
Gilakjani, Leong and Sabouri (2012:
10) Motivation is comprised of three levels: the language level, the learner level and thelearning situation
level. The motivation processes at the language level can be described
comprehensively by using the traditional concepts of integrative and instrumental
motivation; at the learner level motivation involves the
influence of various
individual traits of language learners, such as, the need for
achievement and self-confidence. The
learning situation level is
also influenced by a number of intrinsic and extrinsic motives. For
example, in extrinsic motives,
courses are related to the
syllabus, the teaching materials, the teaching method and learning tasks. In
intrinsic motives, teacher concerns the motivational impact of the teacher‘s personality, behaviour and teaching style,
the group is related to the
characteristics of the
learner group. In general,
motivation is dynamic
in nature and
can vary from moment to moment depending on the
learning context or task.
Mahadi and Jafari (2012; 232)
defines types of motivation as Integrative & instrumental motivation and Intrinsic
& extrinsic motivation
a.
Integrative &
Instrumental Motivation
The integrative motivation means
learning the language with the intention of participating in the culture of its
people. And instrumental motivation
suggests and implies that a learner learns the language in support of a purpose relating to occupation
or further useful motive. These two types of motivation can affect and control
the procedure and outcome of learning. The integrative and instrumental
motivation is useful and effective factor for second language learning.
b.
Intrinsic &
Extrinsic Motivation
Theory categorizes
and tells apart
diverse types of motivation
in accordance with
the different rationales,
causes, or targets
which strengthen a
deed or an achievement. In
proportion to this
theory, the most
fundamental difference is
between intrinsic motivation
and extrinsic motivation. Intrinsic motivation is the eagerness and
interest to do and take part in some certain activities because an individual
feels that they are attractive and pleasant.
Students who
have intrinsic motivation
are inclined to
stay with intricate
and complicated problems
and gain knowledge from
their slips and
mistakes. Besides, intrinsic
motivation is essential and fundamental
for the integration process through which elements of one’s accessible internal
awareness and knowledge is assimilated or mixed with new knowledge.
Extrinsic motivation, on the other
hand, is the propensity to take part in activities because of the reasons which
do not link to the activity. These reasons can be the anticipation of reward or
punishment, like being successful in the exam or getting a good mark.
