Motivation has been the hot topic of debates and discussions by researchers and psychologists for many years. It has mostly been regarded as the key factor in energizing and directing human actions and finally responsible for human behavior. In language learning theories, motivation has also widely accepted as the most influential attribute in determining language learning accomplishments. Though, various theories of language learning proposed diverse views concerning motivation which were more or less related to each other. It has been manipulated and explained in different ways based on time emerging of such theories and the attitudes of scholars that were presented within different time intervals. This study tries to examine the contrastive views of motivation based on two language learning theories, namely behaviorism and communicative language teaching approach. It has provided theoretical argumentation on the role of motivation in language learning based on the two theories, how it has been observed or understood in different ways over time and how affects learners in language learning process.
| Published in | International Journal of Applied Linguistics and Translation (Volume 3, Issue 4) |
| DOI | 10.11648/j.ijalt.20170304.11 |
| Page(s) | 46-49 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Motivation, Behaviorism, Operant Conditioning, Classical Conditioning, Communicative Language Teaching
| [1] | Baum, W. (2005) Understanding Behaviorism: Behavior, Culture, and Evolution (2nd ed.) Oxford: Blackwell. |
| [2] | Breen, M. and Candlin, C. (1980) The essentials of a communicative curriculum in language teaching. In Richards, J. and Rodgers, T. (2001) Approaches and Methods in Language Teaching Cambridge: Cambridge University Press. |
| [3] | Driscoll, M. (2000) Psychology of Learning for Instruction (2nd ed.) Boston: Allyn and Bacon. |
| [4] | Dörnyei, Z. & Ottó, I. (1998) Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics 4, 43-69. |
| [5] | Dörnyei, Z. & Ushioda, E. (2011) Teaching and researching motivation. London: Longman. |
| [6] | Ellis, R. (1997) Second Language Acquisition. Oxford: Oxford University Press. |
| [7] | Ertmer, P and Newby, T. (2013). Behaviorism, cognitivism, and constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71. |
| [8] | Harmer, J. (2007) The Practice of English Language Teaching (4th ed.) London: Longman. |
| [9] | Larsen-Freeman, D. (1986). Techniques and Principles in Language Teaching. Oxford: Oxford University Press. |
| [10] | Littlewood, W. (2002). Communicative Language Teaching: An Introduction. Cambridge: Cambridge University Press. |
| [11] | McDonough, J. and Shaw, C. (2003) Materials and Methods in English Language Teaching. (2nd ed.) Oxford: Blackwell. |
| [12] | O`Donohue, W. and Kitchener, R. (1999) Handbook of Behaviorism. U.S.: Academic Press. |
| [13] | Richards, J. and Rodgers, T (1999) Approaches and Methods in Language Learning. Cambridge: Cambridge University Press. |
| [14] | Richards, J. (2006) Communicative Language Teaching Today. Cambridge: Cambridge University Press. |
| [15] | Savignon, S. and Berns, M. (1987) Initiatives in Communicative Language Teaching. Reading: MA Addison-Wesley. |
| [16] | Sechenov, I. (1965) Reflexes of the Brain. U.S.: Mit Press. |
| [17] | Skinner, B. (1957) Verbal Behavior. New York: Appleton-Century-Crofts. |
| [18] | Skinner, B. (1965) Science and Human Behavior USA: The free Press. |
APA Style
Sana Khudhur. (2017). Motivation as the Contrast Feature in Language Learning Theories. International Journal of Applied Linguistics and Translation, 3(4), 46-49. https://doi.org/10.11648/j.ijalt.20170304.11
ACS Style
Sana Khudhur. Motivation as the Contrast Feature in Language Learning Theories. Int. J. Appl. Linguist. Transl. 2017, 3(4), 46-49. doi: 10.11648/j.ijalt.20170304.11
AMA Style
Sana Khudhur. Motivation as the Contrast Feature in Language Learning Theories. Int J Appl Linguist Transl. 2017;3(4):46-49. doi: 10.11648/j.ijalt.20170304.11
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ijalt.20170304.11,
author = {Sana Khudhur},
title = {Motivation as the Contrast Feature in Language Learning Theories},
journal = {International Journal of Applied Linguistics and Translation},
volume = {3},
number = {4},
pages = {46-49},
doi = {10.11648/j.ijalt.20170304.11},
url = {https://doi.org/10.11648/j.ijalt.20170304.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijalt.20170304.11},
abstract = {Motivation has been the hot topic of debates and discussions by researchers and psychologists for many years. It has mostly been regarded as the key factor in energizing and directing human actions and finally responsible for human behavior. In language learning theories, motivation has also widely accepted as the most influential attribute in determining language learning accomplishments. Though, various theories of language learning proposed diverse views concerning motivation which were more or less related to each other. It has been manipulated and explained in different ways based on time emerging of such theories and the attitudes of scholars that were presented within different time intervals. This study tries to examine the contrastive views of motivation based on two language learning theories, namely behaviorism and communicative language teaching approach. It has provided theoretical argumentation on the role of motivation in language learning based on the two theories, how it has been observed or understood in different ways over time and how affects learners in language learning process.},
year = {2017}
}
TY - JOUR T1 - Motivation as the Contrast Feature in Language Learning Theories AU - Sana Khudhur Y1 - 2017/07/06 PY - 2017 N1 - https://doi.org/10.11648/j.ijalt.20170304.11 DO - 10.11648/j.ijalt.20170304.11 T2 - International Journal of Applied Linguistics and Translation JF - International Journal of Applied Linguistics and Translation JO - International Journal of Applied Linguistics and Translation SP - 46 EP - 49 PB - Science Publishing Group SN - 2472-1271 UR - https://doi.org/10.11648/j.ijalt.20170304.11 AB - Motivation has been the hot topic of debates and discussions by researchers and psychologists for many years. It has mostly been regarded as the key factor in energizing and directing human actions and finally responsible for human behavior. In language learning theories, motivation has also widely accepted as the most influential attribute in determining language learning accomplishments. Though, various theories of language learning proposed diverse views concerning motivation which were more or less related to each other. It has been manipulated and explained in different ways based on time emerging of such theories and the attitudes of scholars that were presented within different time intervals. This study tries to examine the contrastive views of motivation based on two language learning theories, namely behaviorism and communicative language teaching approach. It has provided theoretical argumentation on the role of motivation in language learning based on the two theories, how it has been observed or understood in different ways over time and how affects learners in language learning process. VL - 3 IS - 4 ER -
Information
Email: