1. The document discusses motivation theories in foreign language classrooms proposed by researchers like Gardner and Lambert in the 1960s-70s who developed the Attitude/Motivation Test Battery (AMTB). 2. More recent motivation theories focus on intrinsic/extrinsic motivation and intellectual curiosity rather than just social and pragmatic dimensions. Other constructs examined include integrative and instrumental motivation, knowledge/friendship/travel orientations, and intrinsic vs. extrinsic motivation. 3. Motivation is analyzed at the learner level considering factors like need for achievement, self-confidence, and at the learning situation level considering course, teacher, and group specific factors.

1. Motivation and Motivating
in the Foreign Language
Classroom
by
Zoltan Dornyei (1994)
Presented by: Miss Rowena L. Rosalejos 55120803117
and
Miss Suchitra Suriyont 55120803120

2. Initiators of Motivation theory
• Robert Garner
• Wallace Lambert
• Their colleagues and students

3. Attitude/Motivation Test battery
(AMTB)
 The test was created by Gardner
 It is the material for measurement
understanding L2 motivation in English
classroom.
 The test contain several items focusing on
the learner’s evaluation of classroom
leaning situation

4. What Were the Focusing on
Motivation in the Past and
Present?
 Past
- Social
- Pragmatic dimension of L2
motivation.
• Present such as
- Intrinsic/extrinsic motivation
- Intellectual curiosity

5. - Attribution about past
successes/failures
- Need for achievement
- Self- confidence
- Classroom goal structures

6. Language level (adapted from Gardner)
1. Integrative motivational Subsystem
- are positive attitudes toward the target language
group and a willingness to integrate into the
target language community.
2. Instrumental Motivational subsystem
- refers to practical reasons or gains for learning
a language, such as to gain social recognition or
to get a better job.

7. Other’s motivational construct
In addition to instrumental orientation, three
other distinctive general orientations to learn L2:
1. Knowledge
2. Friendship
3. Travel orientations
4. Socio-cultural orientation (in case of L2 being a
foreign language instead of a second language wherein
learners has no direct contact with the L2 community)
According to Clement and Kruidenier in their Canadian research

8. Other’s motivational construct
1. Intrinsic Motivation
- the doing of an activity for its inherent satisfactions
rather than for some separable consequence.
- A person is moved to act for the fun or challenge
entailed rather than because of external prods, pressures
or rewards.
2. Extrinsic Motivation
- a construct that pertains whenever an activity is done
in order to attain some separable or a highly regarded
outcome.
- doing an activity for its instrumental value e.g.
avoidance of sanctions, career advancement.

9. Learner Level
1. Need for Achievement
2. Self-confidence
2.1. Language use Anxiety
2.1.1. communication apprehension
2.1.1.1. oral communication anxiety
2.1.1.2. public (stage fright)
2.1.1.3. receive anxiety
2.1.2. test anxiety
2.1.3. fear of negative evaluation
2.2. Percieved L2 competence
2.3. Casual attributions
2.4. Self-efficacy

10. Learning Situation Level
1. Course-specific Motivational Components
2. Teacher-specific Motivational Components
3. Group-specific Motivational Components

11. Teacher-specific Motivational Components
1. Affiliate Motive
2. Authority Type
3. Direct Socialization of Motivation
3.1. Modeling
3.2. Task Presentation
3.3. Feedback

12. Course-specific Motivational Components
1. Interest
2. Relevance
3. Expectancy
4. Satisfaction

13. Group-specific Motivational Components
1. Goal Orientation
2. Norm and Reward System
3. Group Cohesion
4. Classroom Goal Structure