雅思IELTS 9分听力15

15. Section 4. You will hear a university lecturer giving a lecture to a group of students about the role of motivation in foreign language learning. Before you listen you have some time to look at questions 31 to 40. Now as you listen answer questions 31 to 40.
Good afternoon, everyone. Today we are going to talk about the role of motivation in foreign language learning. For a long time teachers have wondered how exactly motivation contributes to language learning, and why some students are more highly motivated than others. As most of you will be teaching in a foreign language context as opposed to a second language context motivation is a key issue. After all students of a foreign language rarely have the chance to use the target language, TL, in their everyday lives. First let’s discuss the definitions of motivation. The concept of integrative motivation is a central theme in much of social linguistic research. The foundation of integrative motivation is integrative orientation which is the interest in learning a foreign or second language due to a personal interest in the people and culture of the language group. It evolves when learners are ready to act in order to achieve the goals of integrating with the people and culture of the target language. Instrumental motivation is another type of motivation, and is determined by external incentives such as improving social status, meeting an educational requirement, or obtaining a promotion at work. Some researchers argue that instrumental motivation is the strongest in situations where learners do not have a great deal of interest in the culture of the target language, and have limited opportunities to interact with its members. Other researchers differentiate between intrinsic and extrinsic motivation. But suggest that it’s possible to be intrinsically and extrinsically motivated at the same time. Extrinsic motivation is the motivation to act because of the possibility of an external reward. Intrinsic motivation occurs when a person is rewarded just by participating in the activity. Both instrumental and integrative motivations are forms of extrinsic motivation. These are just some of the types of motivation that are being proposed. But they illustrate that motivation is a complex issue and maybe influenced by several factors. Now let’s move on to motivation in a teaching context. Early research into motivation seem to indicate that integrative orientation was more powerful than instrumental orientation in formal learning context. In recent years it has been found that integrative motivation is positively correlated with measures of achievements in objective tests, course grades, behavior in class, and the decision to attend class. As you would have found out formal reading many researchers suggest that there is a fundamental difference between the factors that motivate foreign language learners and those that motivates second language learners. Adult foreign language learners have already acquired enough of their native language to communicate on a day to day base. Therefore, in order to learn the target language they require added input and stimulation. Learners of foreign languages usually have not been exposed to enough of the target language community to hold positive or negative attitudes about it. So the traditional views of motivation are most likely not relevant in the situation. This is particularly true when considering international languages like English, where the main aim is not to enable contact with native speakers but rather communicate with others who have also learned it as a foreign language. Therefore instrumental motivation, intellectual and social cultural motives or other factors may have an important part play in foreign language learning. Researchers in Japan found that integrative and instrumental motivation are not the only types applicable to Japanese learners of English. Other reasons for learning English include pleasure as being able to read English and enjoyment of entertainment in English. These personal factors are related to individual development and satisfaction. In other studies students did not consider themselves to be instrumentally motivated and appear to respond more to situational factors than personal reasons. Perhaps due to the compulsory nature of English learning in Japan, thus it can be seen that the concept of motivation is complex. It appears that what motivates a learner depends on the language they are studying, the country in which they live and other personal and affective factors that are unique to individual learners. Now let’s consider the applications of such research into motivation in foreign language learning, particularly in regard to the role of instructors.