This document discusses motivation and individual differences in second language acquisition. It begins by defining motivation and its components: effort, enjoyment, and investment. It then discusses the Attitude/Motivation Test Battery (AMTB) used to measure motivation towards a second language. Next, it identifies antecedents or factors that influence motivation, including integrativeness, orientations, social support, and self-confidence. It also discusses how individual differences like age, aptitude, and personality can impact second language learning. The document provides examples of individual and group classroom activities to help students apply the lesson concepts.

1. ENG 103
JELLY JANE N. SAMARCA
MAED ENG-1
Motivation &
Individual
Differences
St. Mary’s College of Tagum, Inc.

3. MOTIVATION
Contents
01 INDIVIDUAL DIFFERENCES
02
• The AMTB &
Motivational Quantity
• Antecedents of
Motivation
• Characteristics that
Influence Second
Language Learning

4. How do you
keep
yourself
motivated?
The desire to
initiate L2
learning and
the effort to
sustain it.
Motivation

5. The AMTB & Motivational Quantity
Attitude/Motivation Test Battery
(AMTB; Gardner, 1985) is an
instrument used to measure the
motivation towards L2.

6. EFFORT
INVESTMENT
ENJOYMENT
Refers to the
motivational intensity,
in which we can
explain as how much
effort people expend
in learning the
language
Refers to the attitude
towards learning the
L2, which we can see
as how much
enjoyment people
feeling when they
learn the language
Refers to the desire
to learn, which we
can understood as
how much personal
investment people
claim for themselves
in learning the
language.

7. Effort

8. Enjoyment

9. Enjoyment

10. Antecedents or ‘motivational substrates’
give form to the structure of motivation.
Antecedents of Motivation
Attitude towards L2
community & Speakers
Integrativeness
Attitude towards
instructional setting
Orientations
Social Support
Inter-group contact
Ethnovitality
Self Confidence

11. An attitude defined as ‘a genuine interest
in learning the second language in order
to come closer to the other language
community’
Antecedents of Motivation
Integrativeness

12. 1. Favorable attitude towards L2 speakers.
2. General interest in foreign language and
low ethnocentrism
3. Endorsement of reasons for learning the
L2 related to interaction with L2 members
(integrative orientation)
Antecedents of Motivation
Dimensions of Integrativeness

13. Gardner (2001) believed the highest and most
facilitative form of motivation is what he called the
integrative motivation, which is attained only when
three conditions are met:
(1)the antecedent of integrativeness itself is high,
(2)motivation quantity
(3)attitudes towards the learning situation
Antecedents of Motivation

14. refers to reasons for learning the L2,
because they contribute to the setting of
goals that will propel and sustain
motivation of varying intensities and
qualities
Antecedents of Motivation
Orientation

15. Instrumental
• Getting a better job
• Pursuing a higher
level of education
• Understanding of one’s
own identity, language
or culture
• Become a more
knowledgeable person
• Facilitate travel
experiences to other
countries with L2
speakers.
Knowledge
Travel

16. • Fostering general
friendship with
members of the target
language.
• Genuine desire to
become more like
members of the L2
group.
Friendship
Integrative

17. All healthy children can acquire their
mother tongue (L1) given enough
linguistic input.
Individual Differences

18. All individuals succeed in acquiring
second language.
Individual Differences

19. Individuals differ in many factors,
some which have strong effects on
SLA.
Individual Differences

20. Add instructions or guidelines here.
You can also put additional details on
when and how to submit.

21. Add instructions or
guidelines here. You can
also put in the amount
of time allotted for this.
Individual exercises extend a student’s grasp
of the lesson. It allows them to synthesize on
their own and think of ways they can apply
their new learnings in real life. Duplicate this
page as many times as needed to give you
more space for discussion.

22. Question 2: Write the question
you want to ask your students and
allot space for the answers.
Question 1: Write the question
you want to ask your students and
allot space for the answers.
Question 3: Write the question
you want to ask your students and
allot space for the answers.
Answer 2:
Answer 1: Answer 3:

23. Like seatworks, student-led activities that
can be done by pairs or by group widen
their grasp and interpretation of the lesson.
Be creative with the activity. Duplicate this
page as many times as needed to give you
more space for discussion.
Add instructions or
guidelines here. You can
also put in the amount
of time allotted for this.

24. SEE YOU NEXT TIME