Intrinsic and Extrinsic Motivation

Edward Deci (1975:23) defined intrinsic motivationas ones for which there is no apparent reward exceptthe activity itself. People seem to engage in theactivities for their own sake and not because theylead to an extrinsic reward. It is aimed at bringingabout certain internally rewarding consequences,namely, feelings of competence and self-determination.

Extrinsically motivated behaviors are carried out inanticipation of a reward from outside and beyondthe self. Typical extrinsic rewards are money, prizes,grades, types of positive feedback. Avoidingpunishment is also extrinsically motivated behavior.

Which is more superior?

Maslow (1970) found that intrinsic motivation isclearly superior to extrinsic. We are ultimatelymotivated to achieve “self-actualization” once ourbasic physical, safety, and community needs are met.Regardless of the presence or absence of extrinsicrewards, we will strive for self-esteem and fulfillment.

Jerome Bruner (1966) claimed that one of the mosteffective ways to help both children and adults thinkand learn is to free them from the control of rewardsand punishments. One of the principal weakness ofextrinsically driven behavior is its addictive nature.

Factors of Intrinsic Motivation

Dornyei and Csizer (1998) proposed a taxonomy of

factors by which teachers could motivate their

learners. Factors such as developing a relationship

with learners, building learner’s self-confidence and

autonomy, personalizing the learning process, and

increasing learner’s goal orientation belong to the

intrinsic side of motivation.

THE NEUROBIOLOGY OF AFFECT

We need to engage neurological bases of affect in

relation to personality and language learning.

Schumann (1998) states that neurobiology, includingneuroanatomy, neurochemistry and neurophysiologyinforms several areas of interest for language acquisitionstudies, for example, plasticity, affect, memory andlearning.

He found amygdala, which can make an appraisal ofa stimulus, as major player in the relationship ofaffect to language learning.

Role of Neurobiology

Besides, amygdala helps to decide whether or not our

perception is novel, pleasant, relevant to our needsor goals, manageable, and compatible with our ownsocial norms and self-concept.

Due to amyglada can make an appraisal of stimulus,positive appraisals of the language learning situationsurely enhance language learning and negativeappraisal inhibit second language learning(Schumann, 1998)

Role of Neurobiology

MEASURING AFFECTIVE FACTORS

Most tests of personality are paper-and-pencil

tests that ask for a self-rating of some kind.

It consists of some items on which a subject

agrees or disagrees in order to measure self-

esteem, empathy, and so on.

Nevertheless, these tests present three

problems.

MEASURING AFFECTIVE FACTORS

The main issue in measuring affectivity is the

problem of validity. Because most tests use a

self-rating method, one can justifiably ask

whether or not self-perceptions are accurate.

Therefore, instruments such as interview,

observation, indirect measures, and multiple

methods are sometimes occupied as additional

measurement. Paper-and-pencil self-rating may

be valid if it has been validated before, and we

are supposed to rely on only one instrument or

method.

PROBLEMS IN MEASURING AFFECTIVE FACTORS

The second problem might come in case of

“self-flattery” syndrome. In general, test

takers will try to discern “right” answers to

questions (that is, answers that make them

look “good” or that do not “damage” them,

even though test directions say there are no

right or wrong answers. Therefore, perceptions

of self are likely to be considerably biased

toward what the test taker perceives as a

highly desirable personality type.

PROBLEMS IN MEASURING AFFECTIVE FACTORS

Test of self-esteem, empathy, motivation, and

other factors can be quite culturally

ethnocentric, using concepts and references

that are difficult to interpret cross-culturally.

PROBLEMS IN MEASURING AFFECTIVE FACTORS