Paper Task of Psycholinguistics Second Language Acquisition The Effect of Motivation on SLA

By: 1. 2. 3. 4. 5. Andri Irawan Asbit Iman Sampurna Nafiatul Laili Nur Muhammad Sholeh Yunita Rahayu (1010231106) (1010231115) (1110231154) (1110231150) (0910231004)

TEACHER TRAINING AND EDUCATION FACULTY JEMBER MUHAMMADIYAH UNIVERSITY 2013

CHAPTER I INTRODUCTION
1.1 Background of the Problem Language is an extremely important way of interacting with the people around us. We use language to let others know how we feel, what we need, and to ask questions. We can modify our language to each situation. For instance, we talk to our small children with different words and tone than we conduct a business meeting. To communicate effectively, we send a message with words, gestures, or actions, which somebody else receives. Through language we can connect with other people and make sense of our experiences. In this globalization era, the communication with the other people is not limited in our country only but also from the foreign country. Thats why we will not only learn one language as first language. The other language that we need to learn named second language. The importance of learning a second language becomes self-evident. Learning a second language helps you to communicate across cultures and to conduct business in lands you may never have previously considered viable markets. It also helps you to address customers in the language that they understand best and in which they are most comfortable communicating. Additionally, the importance of learning a second language is emphasized every day when we see the diversity of earths cultures and the amazing array of people that make up our global community. Some describing here make us interested to know more about second language acquisition. As far as we know, there are some factors that have strong variable in success of learning second language. The success of any action usually depends on the extent to which individuals strive to attain their purpose, along with their desire to do so. In general people have come to refer to this psychological factor the impulse that generates the action as motivation (Abrudan, 1999). The insight about motivation for us just about desire, so that we will discuss the real definition of motivation. Moreover our curious about the effect of motivation in second language acquisition.

1.2 Formulation of the Problem A. What is Second Language Acquisition? B. What is the definition of motivation? C. Is there any effect of motivation on second language acquisition? 1.3 The Objective of the Problem 1. 2. 3. To know what second language acquisition is. To know the definition of motivation. To know the effect of motivation on second language acquisition.

CHAPTER II DISCUSSION
2.1 Second language acquisition Today many people are attempting to master more than one language. It is undeniable that acquiring two or more languages may gain some benefits. Being a bilingualism or multilingualism would imply social and economical advantages. They would be commonly regarded as a group of people that has higher social status since the acquisition of other language requires a tremendous effort. A part from that, this skill may bring on an income or extra income if the possessors apply it in particular occupations such as interpreters, translators, or language teachers. Moreover, in this article I would like to argue that second language acquisition also implies the acquisition of the second world view. Then I will try to reveal how it happens. Furthermore, some suggestions on pedagogical methods to assist in the process of second language acquisition are presented. a. Language, Culture, and Cognition OGrady et al. (1997) defined language as a system of communication, a medium for thought, a vehicle for literary expression, a social institution, a matter for political controversy, a catalyst for nation building (p.1). Human beings as the users of language have skill and capacity in accepting input, manipulating, and then producing information about phenomenon in the world. The process of producing words, arranging them into grammatical order that eventually form a unit that contains meaning involves cognitive means. Similarly, culture deals with the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses. Kessing (1979) stated a culture is, in a cognitive sense, a system of knowledge, a composite of the cognitive systems more or less shared by members of a society. (p.13) Both language and culture share a general idea, i.e. a system associated with cognition. In terms of cognition, different cultures and languages, to some extent, may indicate different procedure of obtaining knowledge and comprehending through line of thinking, skills, experience, and the sensory faculty. Kessing (1979) provided an evident of a particular phenomenon that is

viewed differently by people from different cultures. He stated In, culture after culture, ones predecessors are viewed as having gone ahead (before) along a line of march we are following, and ones life experiences are seen as having left behind (past = passed). Kwaio culture permutes this model by conceptualizing the time periods associated with those who has gone before (ta?a I na?o people in front) as being in front of and downward from the present(p.31). This evidence supports the idea that different cultures may have different point of view of the same phenomenon. Another authentication of different cognition of culture and language variance can be observed from a linguistic feature. In this case, the mind-as-body metaphor (referred to Kessings term) can be another hint of how people as users of a language perceive phenomenon in the world. For example, to express that a child is intelligent or clever, English will say the child is bright. Meanwhile, Indonesian will say anak itu otaknya encer (the childs brain is liquid/watery). English views cleverness as like light, but Indonesian regards it as fluid. The two differences of the use of body metaphor may point out that they have different perception on the same phenomenon. To sum up, a language and culture may indicate a particular way of thinking. People from the same language and culture are likely to have the same cognition. They will probably have similar perception and feeling on phenomena in the world. On the contrary, users of different languages and cultures may differ in expressing the phenomena in the world. It is strongly influenced by their ways of thinking. b. Second Language Acquisition and Cultural Norms The previous section may lead an idea that the mastery of a certain language may reflect the possession of knowledge on the culture that involves cognition of the people as the users of the language itself. It means that the process of language acquisition implies a transferring of culture. Lyons (1981) stipulated the process of language acquisition is such that the biological transmission of whatever is universal in language is also dependent, for its success, upon the process of cultural transmission (p.322). Biological transmission refers to the genetically transmitted faculties of human mind. The

latter means a system of knowledge and the cognitive systems. The two elements play an important rule in the acquisition of first language. Cultural transmission has more emphasis in the language acquisition. Some features in linguistic such as lexical and grammar may involve cultural entities. A word in a language can represent the perception of the language users on the sign or phenomenon that is represented. Similarly, the perception of the language users on gender can be seen from the unit of grammar they use. For example, determiners in some languages distinguish an object by attributing different determiners of gender. Therefore, the acquisition of a language naturally will imply the acquisition of its culture. Lyons (1981) stated that If competence in a particular language implies the ability to produce and understand sentences of that language, then it is unquestionably a part of culture: i.e. social knowledge (p.323) Furthermore, it is summarized that full understanding of the several kinds of meaning that are encoded in the grammar and vocabulary of a language comes only with a full understanding of the culture, or cultures, in which it operates (Lyons, 1981). It means that one cannot be regarded as having competence in a language if he or she has no comprehension on its culture. On the contrary, one who has competence in more than one language should possess more knowledge on culture. This is a consequence of second language acquisition that requires the acquisition of cultural norms that exist in the target language. The cultural norms may reflect the cognition of the people in the target language, and the cultural script of the second language. The norms include some notions in interaction that deals with content and form. The interactional norms naturally bear some aspects of culture that exist in a community or nation. Liddicoat and Crozet (2001) studied the conversation of Australian students as second language learners of French on a particular topic. The learners were asked to make a conversation initiated by Did you have a good weekend? Lidicoat and Crozet found that the typical talk of French did not appear since the subjects did not have knowledge of interactional norms in French culture. This happened as the consequence of different interactional norms between two cultures. Liddicoat and Crozet (2001) as cites in Beal study (1992) revealed that Australians perceive

that the question does not have any purpose of finding detail information from their partner of talk, but French see it as the question that needs detailed answer. Australians tend to give facts rather than opinion while French prefer to give detail explanation including opinions. Dealing with conversational style or form Australian do not interrupt the person who is talking, but French do. This study has argued that differences in conversational style are linked to problems and misunderstandings in both intercultural and intercultural interactions. Lindicoat and Crozets study supports the idea that second language acquisition should involve the acquisition of the culture as to succeed in the process of communication. Since culture reflects cognition or the perception of how people in a community view the signs or phenomena in the world, second language acquisition implicates the acquisition of another world view. Therefore, in this context a bilingualist or multilinguists should have benefit by gaining such awareness. c. The Pedagogical Method The introduction of culture to second language learners could be problematic. The learning goal would become clouded or lost by the emphasis on culture. To avoid such a deviation occurs; there should be an appropriate method or methods to teach the cultural norms. Crozet (1996) proposed a method in transferring cultural or interactional norm to second language learners. The method includes the activity that is divided into four phases: awareness-raising phase, experimentation phase, production phase, and feedback phase. The awareness-raising phase involves second language learners to identify a short list of stereotypes about peoples learners and people of the target language. Naturally the learners identify negative stereotypes of the two cultures. Then the teacher suggests that stereotyping frequently results from misunderstanding the different cultural norms speakers used in different countries to communicate with each other. Learners are asked to answer a question in the learners language context then find out the equivalent answer in the target language. This activity is aimed to show that the answer cannot be easily translated from one language to another without knowing the appropriate cultural

norms in the target language. The typical answers along with the explanation are provided at the end of this phase. In the experimentation phase, the teacher let the learners engage in a multimedia task based on unscripted videotaped conversation between two native speakers of the target language. Then the learners are asked to reconstruct the correct sequence of the scrambled-order conversation, and to recognize the norms of interaction that had been brought to their attention during the awareness-raising phase. After this phase, the learners conducted role-plays of a conversation on fictitious similar topic using appropriate target language norms of interaction. During this production phase the learners role-plays are watched by the others or they can be videotaped. Finally, in the feedback phase the learners comment each other about the conversation they have done. The discussion is established and eventually this lead to the understanding that learning to speak in a foreign language is not a matter of simply adopting foreign norms of behavior, but about finding an acceptable accommodation between ones first culture and the target culture. Lidicoat and Crozet found that the learners who have undergone these phases for ten weeks showed the acquisition of the cultural norm or interactional norms for both contents and form. Although this acquisition of form tended to lose after one-year completion of the instruction, but the contents still remained. Similarly, another method of transferring cultural norms through second language learning is by giving the learners a chance to observe directly the behavior of the target language native speakers. This method is called behavioristic learning. La Forge (1983) recommended that progress in second language acquisition took place in a significantly different way from behaviouristic learning (p.113) These studies recommend us that both pedagogical methods can be appropriate to transfer cultural norms to second language (L2) learners. At the same time, it means that this pedagogical method introduce the cognition of native speakers in the target language to the L2 learners. As the result, the L2 learners not only gain the acquisition of the second language, but also the acquisition of second world view.

2.2

Motivation There are several factors that combine in a profile of a successful L2

learner. Obviously, the motivation to learn is important. Many learners have an instrumental motivation. That is, they want to learn the L2 in order to achieve some other goal, such as completing a school graduation requirement or being able to read scientific publications, but not really for any social purpose. In contrast, those learners with an integrative motivation want to learn the L2 for social purpose, in order to take part in the social life of a community using that language and to become an accepted member of that community. Motivation may be as much a result of success as a cause. A language learning situation that provides support and encourages students to try to use whatever L2 skills they have in order to communicate successfully must consequently be more helpful than one that dwells an errors, corrections, and a failure to be perfectly accurate. Indeed, the learner who is willing to guess, risks making mistakes, and tries to communicate in the L2 will tend, given the opportunity, to be are successful. Motivation variables and second language learning 1. What is meant by the term motivation? The term motivation in a second language learning context is seen according to Gardner (1985) as referring to the extent to which the individual works or strives to learn the language because of a desire to do so and the satisfaction experienced in this activity (p.10). According to the Pocket Oxford English Dictionary (2004), motivation is '1. the reason or reasons behind ones actions or behavior. 2. Enthusiasm.' (p.587). Hence, the abstract term motivation on its own is rather difficult to define. It is easier and more useful to think in terms of the motivated learner: one who is willing or even eager to invest effort in learning activities and to progress. 2. What are different types of motivation? Gardner and Lambert (1959, 1972) have done pioneering work to explore the nature of motivation specific to language study. Gardner highlights two different types of motivation:

1) Instrumental motivation: the desire to learn a language because it would fulfill certain utilitarian goals, such as getting a job, passing an examination, etc. 2) Integrative motivation: the desire to learn a language in order to communicate with people from another culture that speak that language; the desire is also there to identify closely with the target language group.

Instrumental motivation vs integrative motivation A distinction has been made in the literature between integrative and instrumental motivation: the desire to identify with and integrate into the targetlanguage culture, contrasted with the wish to learn the language for the purpose of study or career promotion. Gardner and Lambert (1959, 1972) showed that success in a foreign/second language is likely to be lower if the underlying motivational orientation is instrumental rather than integrative. But research since then has cast doubt on the application of this claim to foreign language learners in general. In any case, at least one other study (Burstall et al., 1974) has indicated that it may be impossible in practice to distinguish between the two. (Penny Ur (2005) A course in Language Teaching: Practice and Theory, Cambridge: Cambridge University Press.p.276). Another distinction, perhaps more useful for teachers, is that between intrinsic motivation (the urge to engage in the learning activity for its own sake) and extrinsic (motivation that is derived from external incentives).

3. What are characteristics of motivated learners? The author of a classic study of successful language learning (Naiman et al., 1978) came to the conclusion that the most successful learners are not necessarily those to whom a language comes very easily; they are those who display certain typical characteristics, most of them clearly associated with motivation.: Positive task orientation Ego involvement Need for achievement High aspirations

 Goal orientation Perseverance Tolerance of ambiguity

4.

What is the role of the teacher in second language learning? In the second language classroom environment, what undoubtedly

influences learners learning outcomes is their interpretation of interpersonal teacher behavior. So, in language learning, the teacher plays the main role. According to Mickey Nasiri, General Manager at Cambridge Silicon Radio: "For the drivers in my city, it is obvious how bad the pedestrians behave. They walk on the roads, slow down the traffic, and they dont even care about their own safety. The drivers have to honk to make the pedestrians aware of the danger they put their lives in. For the pedestrians in my city, it is obvious how bad the drivers behave. Drivers dont let the pedestrians cross the roads and they honk and pollute the city. A simple psychometric test shows that hyped self-perception is a widespread human trait. A good leader is aware of this myth and surrenders to the belief that people are like me, and they try to do the best job they can which helps in effective delegation. This belief makes the good leader wonder why one succeeds and the other fails. If understanding the concept of 'hyped selfperception' is a foundation for effective delegation, the answer to the above question, 'condition', is the heart of motivational skills. Although everyone tries ones best, the conditions are different. The obstacles in ones condition could demotivate the individual, and de-motivated people are normally not successful. A good leader works for creating the condition conducive to success for people around him/her. People do the best they can; the leader just needs to remove the biggest obstacles. Now, if the good leaders belief in people would lead to less honking cars, well, that is also positive for the reduction of noise pollution. " (Leader speech motivating leaders, Dont honk!: The Hindu Business Line Monday, August 14, 2006 p.11.) The above-said words were meant not only for a good leader, but also for a good teacher or facilitator - who helps to remove the biggest language learning

obstacles from his/her learners, and creates conditions conducive to language learning success.

2.3

The Influence of Motivation in Second Language Acquisition Most of people in the world must be learn second language which is

needed mainly for this modern century. Muriel (2006:5) notes that second language acquisition (SLA) involves a wide range of language learning settings and learner characteristics and circumstances. The reasons of why many people learn second language are among others: interest in learning L2 because of a desire to learn about or associate with the people who use it (e.g. for romantic reasons), because of an intention to participate or integrate in the L2-using speech community, and also for requirement of something necessary like for graduation, occupation, etc. The reasons refer to the most widely recognized types of motivation are integrative and instrumental. The relative effect of one or the other is dependent on complex personal and social factors: e.g. L2 learning by a member of the dominant group in a society may benefit more from integrative motivation, and L2 learning by a subordinate group member may be more influenced by instrumental motivation. Another factor which is frequently cited to explain why some L2 learners are more successful than others is individual motivation (Muriel,2006:85). Motivation in language-learning plays a vital role. It is motivation that produces effective second-language communicators by planting in them the seeds of selfconfidence. It also successfully creates learners who continuously engage themselves in learning even after they complete a targeted goal. In addition, Muriel (2006:10) states that adding second languages at an older age often takes considerable effort, however, and thus requires motivation. Actually the old age is not becoming problem in learn some languages if there is a strong motivation that comes internally even externally. Motivation may be as much a result of success as a cause (George, 2006:168). A language-learning situation that provides support and encourages students to try to use whatever L2 skills they have in order to communicate successfully must consequently be more helpful than one that dwells on errors,

corrections and a failure to be perfectly accurate. Indeed, the learner who is willing to guess, risks making mistakes, and tries to communicate in the L2 will tend, given the opportunity, to be more successful. The next explanation described by Nuri (2001) as cited in Reece & Walker (1997), express that motivation is a key factor in the second language learning process. They stress that a less able student who is highly motivated can achieve greater success than the more intelligent student who is not well motivated. From the text above, it is explain that motivation is giving a good influence for learning second language because by high motivation in learning second language it can make the students more interesting to the teaching learning especially the language that they do not acquire in their origin environment. Thats why motivation is vital in language learning. It makes language learners positive about their own learning. It also creates the drive in them to acquire the targeted language, enjoy the learning process, and experience real communication. Moreover, experience of success and satisfaction has a strong connection with motivation. By realizing their improvement and achievement, students always gain the feeling of success.

CHAPTER III CLOSING 3.1 Conclusion After discussing above, we conclude that Second Language Acquisition (SLA) is the process of the people learns about second language that involves some of language learning settings and learner characteristics and circumstances which influence to acquire second language. Additional language is called a second language (L2) even though it may actually be the third, fourth, or tenth language to be acquired. In the other one we need some motivation to learn second language. Motivation is defined as the learner's orientation with to achieve the goal of learning a second language so the teachers have to find creative ways to teach language and increase students motivation to learn language The success in second language acquisition depends on many factors. Motivation factor is among the most important ones. As to motivation, it has been found that motivated learners are more successful in second language acquisition than those who are not motivated. 3.2 Suggestion for Laguage Teacher In order to make the language learning process a more motivating experience instructors need to put a great deal of thought into developing programs which maintain student interest and have obtainable short term goals. Teachers need to create interesting lessons in which the students attention is gained. This can sometimes be accomplished by the use of teaching strategies which are not often called upon by other teachers in mainstream subject areas. Encouraging students to become more active participants in a lesson can sometimes assist them to see a purpose for improving their communication skills in the target language. Successful communication using the target language should result in students feeling some sense of accomplishment.

REFERENCES

Lucas, Rochelle Irene. 2010. A Study on the Intrinsic Motivation Factors in Second Language Learning Among Selected Freshman Students. Philippine ESL Journal, (Online) Vol. 4. Norris-Holt, Jacqueline. 2001. Motivation as a Contributing Factor in Second Language Acquisition. The Internet TESL Journal, (Online), Vol. 7, No. 6, ( http://iteslj.org/Articles/Norris-Motivation.html, diakses 12 April 2013). Nuri, Mehmet. 2001. The Effects of Age and Motivation Factors on Second Language Acquisition. Frat University Journal of Social Science, (Online), Vol. 11, No. 2, (http://web.firat.edu.tr/sosyalbil/dergi/arsiv/cilt11, diakses 13 April 2013) Saville-Troike, Muriel. 2006. Introducing Second Language Acquisition. New York: Cambridge University Press. Tam, Frank Wai-ming. 2009. Motivation in Learning a Second Language: Exploring the Contributions of Family and Classroom Processes. The Alberta Journal of Educational Research, (Online), Vol. 55, No. 1 Ushida, Eiko. 2005. The Role of Students Attitudes and Motivation in Second Language Learning in Online Language Courses. CALICO Journal, (Online), Vol. 23, No. 1. Yule, George. 2006. The Study of Language. New York: Cambridge University Press.