How does the extrinsic motivation theory affect learning a second language
Motivation is one of the most primary contributors in the process of second language acquisition. According to Garden (2001), motivation is defined as a goal that is boosted by effortful behavior, desire, and positive attitudes to gain the target. Ryan and Deci (1985) studied the self-determination theory which divided motivation into three types: intrinsic motivation, extrinsic motivation, and amotivation. This theory attracts my concern to the topic of motivation, and makes me raise the question “How does the extrinsic motivation theory affect learning a new language ?”.
According to Ryan and Deci (1985), extrinsic motivation comes from external elements and is illustrated by “rewarding” or “punishment". Therefore, this motivation transfers learners’ emotions and thoughts into actions such as doing homework to avoid punishment or gather achievements such as good marks, compliments, etc (Noreen, Ahmed & Esmail, 2015).
Firstly, it can be obvious that when students do not have intrinsic motivation inside themselves, extrinsic motivation can be considered a necessary and effective tool toward positive results in learning a language (Vallerand & Bissonnette, 1992). As (Pintrich & Schunk, 1996) stated that extrinsically motivated people carry out affairs since they think that their contribution will create enviable results like rewards, teacher and friend admiration, or evasion of punishment. For example, when studying a language, students can create extrinsic motivators for themselves such as “ If I do not revise the lesson, I will not pass the exam” or “ I have to learn English well so that I can get a well-paid job and travel around the world”. Besides, teachers can generate extrinsic motivation to motivate students by praising or giving awards; thus students will have interest to enhance language learning. Moreover, teachers also may raise warnings or impose proper punishments on students who do not complete homework or do not meet the requirements of teachers. This acts as a deterrent to students in order to make their self-regulation better in learning a language.
Secondly, Deci, Koesrner, and Ryan (1999) showed that extrinsic motivation also creates disadvantages such as producing pressure regularly on students. For instance, students may feel nervous, stressed, and even anxious when they can not complete deadlines or scared of punishment from the teacher. This affects directly student’s second language acquisition. Because when students are under pressure, their brain’s levels of dopamine and neurotransmitters will decline, which makes students’ cognitive skills such as memory, creativity, and learning become weaker (Schicker, 2019). Besides, according to Schicker (2019), extrinsic motivation also triggers the erosion of amusement to students because applying extensive external motivators can decrease intrinsic motivation.
In short, extrinsic motivation not only creates significant benefits but also brings out prominent drawbacks to students in the process of learning. Therefore, teachers should apply extrinsic motivation properly in order to generate positive effects as well as reduce the limitations of this motivation to students in learning a language.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-10-11 | SATHISH KUMAR B | 55 | view |
| 2022-01-03 | Vũ Thùy Dương | 77 | view |
| 2020-06-05 | batravision27 | 78 | view |
| 2020-01-16 | jsrc | 55 | view |
| 2019-10-19 | engr.sajjad55@gmail.com | 70 | view |
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Motivation is one of the most primary co...
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...ory affect learning a new language ?”. According to Ryan and Deci 1985, extrins...
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...ts and is illustrated by “rewarding” or “punishment'. Therefore, this motiva...
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...ts, etc Noreen, Ahmed & Esmail, 2015. Firstly, it can be obvious that when stu...
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...e lesson, I will not pass the exam” or “ I have to learn English well so that I c...
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...uch as memory, creativity, and learning become weaker Schicker, 2019. Besides, accordi...
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Transition Words or Phrases used:
also, besides, but, first, firstly, if, may, moreover, second, secondly, so, therefore, thus, well, for example, for instance, in short, such as, as well as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 7.0 10.5418719212 66% => OK
Auxiliary verbs: 14.0 6.10837438424 229% => Less auxiliary verb wanted.
Conjunction : 23.0 8.36945812808 275% => Less conjunction wanted
Relative clauses : 13.0 5.94088669951 219% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 25.0 20.9802955665 119% => OK
Preposition: 50.0 31.9359605911 157% => OK
Nominalization: 33.0 5.75862068966 573% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2775.0 1207.87684729 230% => Less number of characters wanted.
No of words: 473.0 242.827586207 195% => Less content wanted.
Chars per words: 5.86680761099 5.00649968141 117% => OK
Fourth root words length: 4.66353547975 3.92707691288 119% => OK
Word Length SD: 3.19057479073 2.71678728327 117% => OK
Unique words: 257.0 139.433497537 184% => OK
Unique words percentage: 0.54334038055 0.580463131201 94% => More unique words wanted or less content wanted.
syllable_count: 825.3 379.143842365 218% => syllable counts are too long.
avg_syllables_per_word: 1.7 1.57093596059 108% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 4.6157635468 152% => OK
Article: 0.0 1.56157635468 0% => OK
Subordination: 3.0 1.71428571429 175% => OK
Conjunction: 7.0 0.931034482759 752% => Less conjunction wanted as sentence beginning.
Preposition: 4.0 3.65517241379 109% => OK
Performance on sentences:
How many sentences: 19.0 12.6551724138 150% => OK
Sentence length: 24.0 20.5024630542 117% => OK
Sentence length SD: 50.5047102929 50.4703680194 100% => OK
Chars per sentence: 146.052631579 104.977214359 139% => OK
Words per sentence: 24.8947368421 20.9669160288 119% => OK
Discourse Markers: 8.21052631579 7.25397266985 113% => OK
Paragraphs: 5.0 4.12807881773 121% => OK
Language errors: 8.0 5.33497536946 150% => OK
Sentences with positive sentiment : 14.0 6.9802955665 201% => Less positive sentences wanted.
Sentences with negative sentiment : 4.0 2.75862068966 145% => OK
Sentences with neutral sentiment: 1.0 2.91625615764 34% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.3597084748 0.242375264174 148% => OK
Sentence topic coherence: 0.121772032439 0.0925447433944 132% => OK
Sentence topic coherence SD: 0.10990227229 0.071462118173 154% => OK
Paragraph topic coherence: 0.213620712703 0.151781067708 141% => OK
Paragraph topic coherence SD: 0.125242105024 0.0609392437508 206% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 18.7 12.6369458128 148% => OK
flesch_reading_ease: 38.66 53.1260098522 73% => OK
smog_index: 11.2 6.54236453202 171% => OK
flesch_kincaid_grade: 13.8 10.9458128079 126% => OK
coleman_liau_index: 17.06 11.5310837438 148% => OK
dale_chall_readability_score: 9.87 8.32886699507 119% => OK
difficult_words: 151.0 55.0591133005 274% => Less difficult words wanted.
linsear_write_formula: 13.0 9.94827586207 131% => OK
gunning_fog: 11.6 10.3980295567 112% => OK
text_standard: 12.0 10.5123152709 114% => OK
What are above readability scores?
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Rates: 77.7777777778 out of 100
Scores by essay e-grader: 70.0 Out of 90
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.