This document discusses motivation, attitude, and aptitude in second language learning. It states that motivation, attitude, aptitude, personality, intelligence, and learner preferences contribute to successful language learning. Motivation can be intrinsic or extrinsic. Attitude is influenced by one's beliefs and socio-cultural setting, and positive attitude facilitates learning. Aptitude refers to an innate talent for language learning and impacts learning speed. Research shows motivation and attitude are strongly associated with L2 achievement, and motivated learners tend to perform better.

1. MOTIVATION, ATTITUDE & APTITUDE
IN
SECOND LANGUAGE LEARNING
Presenters:
Bibiana Siah Hui Nien
Dhamayanthi Bhaskaran
Ras Ameliya Ramli
Samantha Desonia Andy
Wong Sze Yeen

2. INTRODUCTION
 In SLA, some L2 learners never become
native : -Some would make slow progress
;
-Some learners could progress rapidly
through
certain stages of learning.
 Several characteristics contributing to
successful language learning : motivation,
aptitude, attitude, personality,
intelligence and learner preferences.
 Main focus : relation among motivation,
attitude and aptitude in SLA.

3. MOTIVATION
 TYPE OF MOTIVATION

4. MOTIVATION

5. ATTITUDE
 A set of beliefs developed in a due course of
time in a given socio-cultural setting.
 Positive attitude facilitates learning.
 No positive attitude, not able to produce any
result.

6. ATTITUDE
 attitudes toward learning are believed to influence
behaviors.
 attitudes influence achievement.
 attitude influences one’s behaviors, inner mood and
therefore learning
 Positive and negative attitudes have a strong
impact on the success of language learning

7. ATTITUDE
 The characteristics of affective domain-
interest, values and tendency, most of these
shape our attitudes.
 Expectations, and behaviors influence both
student’ s self, image and academic
performance.

8. RELATIONSHIP BETWEEN ATTITUDE AND
ACHIEVEMENT
 A positive relationship between affective
characteristics and foreign language
achievement.
 Students’ attitudes differ according to the
type of high school.
 Graduates showed negative attitude towards
foreign language at the university level.

9. RELATION BETWEEN KNOWING SECOND
FOREIGN LANGUAGE & ATTITUDE
 Bilingual children have markedly more
favorable attitudes toward another language
and culture.
 “Bilingualism increases positive attitudes
towards foreign language”

10. ATTITUDE
Teacher’s Attitude:
 Teacher’s role- controller facilitator.
 Learners’ learning outcomes are influenced by the
interpretation of teachers’ interpersonal behavior.

11. ATTITUDE
 Student’s Attitude towards Teachers:
 An L2 learner needs to be psychologically prepared to
acquire a second or a foreign language as it is a part of
different ethno-linguistic community.
 An L2 learner is required to impose elements of another
culture into one’s own life space.
 When a language is learnt only for the utilitarian
purposes, the success in a second language is supposed
to be lower than if it is learnt for the integrative purpose.

12. APTITUDE
 Aptitude consistently been linked as one of the
central individual differences in language learning.
 Aptitude is a specific talent for language, its innate,
fixed, and invariable in the course of L2 development,
different from general intelligence.
 individual has different aptitude. Some may have high
some may possess low aptitude.
 Aptitude does not account for the failure or success
of learners but it can justify why some learners learn
language more quickly than others.

13. APTITUDE
 foreign language aptitude consists of four independent
abilities that describe the L2 learner.
PHONETIC • ability to perceive distinct sounds, associate a
symbol with that sound and retain that
CODING ABILITY association
GRAMMATICAL • ability to recognize the grammatical function of
a lexical element (word, phrase, etc.) in a
SENSITIVITY sentence without explicit training in grammar.
ROTE LEARNING • ability to learn associations between words in a
foreign language and their meanings and retain
ABILITY that association.
INDUCTIVE • ability to infer or induce rules governing the
LEARNING ABILITY structure of a language

14. RESEARCH RELATED TO THE
MOTIVATION, ATTITUDE & APTITUDE
IN (SLA)

15.  Aptitude, attitude & motivation are most strongly associated
with learners' L2 achievement.
 L2 learners with positive attitudes toward the target culture
and people will learn the target language more effectively.
 Every learner has an Individual-difference variables that
affect their motivation in language learning.
 Its influenced by antecedent factors and interact with both
formal (nurture) & informal language (naturally) acquisition
contexts therefore influence both linguistic and nonlinguistic
outcomes.

16.  Researchers predicts that students' degree of
success affects their and that both types of
outcomes (positive/negative) because of the
influence on individual-difference variables on
language attitudes and motivation.
 A “motivated learner” defined as
(a) eager to learn the language,
(b) willing to expend effort on the learning activity
(c) willing to sustain the learning activity

17. THE ROLE OF APTITUDE AND MOTIVATION IN L2 LEARNING
(GARDNER, 2000)

18.  Students who had positive motivation and
attitudes toward language study tend to do
well on the module tests and to participate
actively.
 Motivated students studied regularly and
productively in order to take every
opportunity to perfect their language skills.

19.  Crookes and Schmidt conduct a new research agenda
involving L2 learning motivation. They criticized Gardner's
socioeducational model for not focusing sufficiently on the
L2 instructional context and for being too limited in two
ways:
i. Despite the large sample of subjects with whom Gardner
and his associates usually work, their research is always
based on one-shot questionnaires (i.e., data collected at one
point in time) that are then examined in relation to the final
achievement measures.
i. Integrativeness is not equally important for L2 achievement
in classroom-based.

20.  An interest in learning a foreign language
develops because of emotional involvement
with the target language’s community or
because the learner has a direct interest in
the language.
 Research findings show that attitudes and
motivation are indeed related to successful
L2 learning but it has not been indicated how
they do so.

21.  Researchers point out that learners are motivated if
i. they need to learn the language in order to achieve a
goal
ii. if they want to communicate with speakers of the target
language
iii. learn about the country where the language is spoken
 Brown distinguishes three different types of motivation:
i. global; a general orientation for learning;
ii. situational; relates to the situation in which learning
takes place
iii. task motivation which relates to specific tasks.

22. THE ROLE OF APTITUDE & MOTIVATION IN L2
LEARNING
Attributes
Integrativeness
Attitude / Attitudes toward the learning
Motivation situation
Test Motivation
Battery
(AMTB) Language Anxiety
Instrumental Orientation

23. Attributes
Factor Structural
analyse using Equation
Analysis
Modelling
Data Collected

24. L2 proficiency
Language aptitude
Motivation & attitudes
Data
Collected
Self-confidence
Attitudes toward the language course &
classroom anxiety
Attitudes, motivation & language anxiety