Motivation ——Theories and Beyond

Most language teachers will agree that motivation of the students is one of the most important factors influencing their success or failure in language learning. Corder’s phrase, “ Given motivation, anyone can learn a language" brings out the importance of motivation and the way it can overcome unfavourable circumstances in other aspects of language learning. There have been overwhelming researches & literature on this area. However, the definition and study of motivation have not been without problem. This paper starts with a brief historical review on psychological approaches underlying motivational research, followed by the remarkable motivation theories. The third part is concerned with SL/FL motivation, which attempts to relate the findings on motivation with situation of China.

Motivational Practices in Foreign Language Teaching:From the Perspective of Self-Determination Theory

This quantitative-oriented study investigates junior middle school EFL teachers’beliefs about motivational practices in the language teaching process.Grounded in self-determination theory,the study examined teachers’beliefs in three basic psychological needs(relatedness,competence and autonomy)and the effect of their teaching experience on these beliefs.Data were obtained from 84 Chinese junior middle school English teachers through a questionnaire.Results suggested that teachers recognized motivational practices for relatedness and competence satisfaction while showing relatively low recognition of a few motivating practices for autonomy satisfaction.Teaching experience was found to have no influence on teachers’conception of needs-related motivational practices.Findings reveal that traditional activities like collective lesson preparations may have a negative influence on teachers’beliefs about motivational practices.They also present the necessity for adjustments on educational regulations,and for modern professional training to help teachers understand students’basic psychological needs,and to encourage new ideas to bolster students’intrinsic motivation for language learning.

A New View on Teaching Motivation Self-determination Theory

Self-determination Theory categorises motivation into three broad types： amotivation, extrinsic motivation, and intrinsic motivation according to the level of self-determination. This theory argues that people＇s motivation is a developmental process across time and place. Furthermore, it emphasizes that three basic psychological needs--a need for competence, a need for autonomy, and a need for relatedness--are the nutriments of motivation. Thus, as this theory not only concerns the type of motivation, but also the circumstances that promote and maintain motivation, it offers insight to the nature of lecturers＇ motivation. It is claimed to be one of the most influential theories in contemporary motivation psychology

Herzberg’s Motivation Theory in Workplace

In this review authors will analyze Herzberg’s motivation theory as one of the content theories of motivation.It attempts to explain the factors that motivate individuals through identifying and satisfying their individual needs,desires,and the aims pursued to satisfy these desires.This theory of motivation is known as a two-factor content theory.It is based upon the deceptively simple idea that motivation can be dichotomized into hygiene factors and motivation factors and is often referred to as a“two-need system”.These two separate“needs”are the need to avoid unpleasantness and discomfort and,at the other end of the motivational scale,the need for personal development.A shortage of the factors that positively encourage employees(the motivating factors)will cause employees to focus on other,non-job related“hygiene”factors.The most important part of this theory of motivation is that the main motivating factors are not in the environment but in the intrinsic value and satisfaction gained from the job itself.It follows therefore that to motivate an individual,a job itself must be challenging,have scope for enrichment,and be of interest to the jobholder.Motivators(sometimes called“satisfiers”)are those factors directly concerned with the satisfaction gained from a job.

On the Motivation and Reasons of Popularity of Parody in Network Language From the Perspective of Conceptual Integration Theory

The Conceptual Integration Theory was first formally put forward in 1997 by Fauconnier and Turner. According to it, there is a conceptual blending network comprised of four mental spaces： Input space Ⅰ, Input space Ⅱ, generic space, and blended space. In the process of blending, common information or structures from input spaces are projected to the ＂generic space＂. Meanwhile, through partially cross-space mapping, those structures are selectively projected to the ＂blended space＂. By means of composition, completion, and elaboration, consequently ＂emergent structure＂ comes into being from the development of blending. This theory instantly became a fresh power in cognitive research field. With the rapid development of network technology and the popularization of the internet, network language makes tremendous progresses and spreads quickly, which reflects the social and cultural development. The uniqueness and effectiveness of network language creation, to a great extent, relies on various rhetorical devices, among which parody is frequently used and plays an important role. In recent years, studies about network language somehow concentrate a lot on the construction, word transformation, and features of network vocabulary, and cognitive analysis on the mechanism of parody in network language is rather limited and requires further exploration. This paper tends to probe into the motivation and the reasons ofparody＇s popularity in network language through some examples in light of Conceptual Integration Theory in hope of a better comprehension, appreciation, and application of parody in network language

Oral Teaching English in Senior School under the Guide of Motivation Theories

Oral English is always ignored by teaching in senior school.After years of learning,as we all know most students are so called high scores and low abilities,or what they obtain is so-called"mute English".At present,the English teaching in high school mainly emphasis on written examination ability,so the senior student master certain elementary reading,writing and listen ing skills while their speaking competence is poor.The author made some analysis from different aspects of the present situation of senior students and worked out some ways according to the motivation theory in order to arouse students to improve their speaking competence.

Literature Review on Motivation and Activity Theory

Since more and more study is focusing on EFL and ESL teaching, new concepts and theories borrowed from other related fields come out. Rising in the 20th century, the conception of motivation comes from the sociocultural perspective of Vygotsky and has influential effect on English language teaching all over the world. This paper gives an overview on motivation and activity theory which are globally recognized in recent years.

Problems and Countermeasures of Education Management in Changzhou Liuguojun Higher Vocational and Technical College from the Perspective of Motivation Theory

At present,higher vocational education is facing various problems and deficiencies.One of the most significant problems is that the learning motivation of higher vocational school students is lacking,and they are uncertain about personal life choices and career planning,which leads to a gap in the relationship between learning and personal development as well as a lack of motivation in their learning behavior.As a result,the quality of higher vocational education is affected.The application of motivation theory in higher vocational education management can solve these issues.This study mainly analyzes and investigates the connotation and function of motivation theory,the significance of applying motivation theory in higher vocational education management,the existing challenges,and the implementation path,in hope to explore a new path for the application of motivation theory in higher vocational education management.

Study on the Value of the Theory of Protection Motivation in the Nursing of Spinal Fracture to the Quality of Life

Objective:To analyze the effect of protection motivation theory on the quality of life of patients with spinal fracture.Methods:From August 2019 to September 2020,72 patients with spinal fracture were selected and randomly divided into two groups.The routine nursing group was the routine nursing group,and the combined nursing with the theory of protective motivation was the dynamic nursing group.Results:The hospitalization time,detumescence time,healing time and muscle strength recovery time of group A were shorter than those of group B(P<0.05).The VAS score and Barthel index score of the dynamic group were better than those of the conventional group(P<0.05);The score of SF-36 in the group A was higher than that in the group B(P<0.05).Conclusions:The application of protection motivation theory in the nursing of patients with spinal fracture can shorten the healing time of fracture,promote the recovery of muscle strength,relieve the pain of fracture,and then improve the ability of daily life and quality of life of patients.

Motivation and Second Language Acquisition

In this paper,first the author provides a brief review of contemporary psychological views on motivation and motivation in SLL.The author then discusses Williams and Burden' s (1997) cognitive model of motivation,which suggests that both internal and external factors are significant in motivation.And next the author selects two internal factors (attitudes to language learning in general and attitudes to target language community and culture) and two external factors (parents and teachers),discussing their relevance to motivation in language learning.After that the author refers in her answer both to the wider literature on motivation and her own experience of motivation as a language teacher and learner.The author concludes the paper by drawing some practical implications from employing this model.

Modulatory Effect of Motivation on the Association of Trait Anxiety and Cognitive Performance: A Pupillometric Study

The attentional control theory (ACT) proposes that trait anxiety disrupts functional efficiency of executive control of attention relating to working memory system such as shifting. ACT also emphasizes the modulatory role of motivation in anxiety on cognitive task performance. The present study investigated the association of trait anxiety-related inefficiencies in attentional shift and working memory performance in conjunction with the level of motivation. A variation of complex span paradigm is designed to systematically manipulate the time constraint on shifting attentional focus back and forth between working memory contents and processing task was used in this study. In the experiment, participants high and low in trait anxiety were allocated either high or low motivation induction conditions, and performed a series of complex span tasks. They also completed a state anxiety measure before and after the experimental task. Motivational states were assessed by the pupil dilation, which is known to reflect the amount of cognitive effort invested on the task at hand. Results showed that, only in low motivation condition, high trait-anxious individuals exhibited greater difficulty, relative to those low in trait anxiety, in maintaining working memory contents as the task demand increased. State anxiety showed no relation to working memory performance regardless of the level of motivation and task demands. Pupillary responses revealed that, in high motivational state, high trait-anxious individuals invested more effort than those low in trait anxiety when the task demand was low, F(1, 132) = 6.65, p = 0.0110, to moderate, F(1, 132) = 8.441, p = 0.00043. In accordance with ACT, these findings suggest that motivation can modulate the association between trait anxiety and cognitive performance along with the levels of task demand. Clinical implication is briefly discussed.

Motivational processes in physical education and objectively measured physical activity among adolescents

Purpose:Grounded in self-determination theory(SDT),the present study tested how students’perceptions of autonomy support from physical education teachers predicts objectively measured moderate-to-vigorous physical activity(MVPA)of adolescents.According to SDT,it was expected that psychological needs and autonomous and controlled forms of motivation would mediate these relationships.Methods:Students(n=397)aged from 11 to 15 years in 17 different schools filled in questionnaires regarding SDT variables.In addition,objective MVPA was measured using an accelerometer(ActiGraph GT3X;ActiGraph,Pensacola,FL,USA)for 7 days.Structural equation modelling was used to examine the hypothesized relationships among the study variables.Results:The theory-based model showed a good fit with the data:x2=642.464,df=257;comparative fit index=0.932;non-normed fit index=0.921;root mean square error of approximation=0.062;root mean square error of approximation 90%confidence interval:0.054
0.067.As hypothesized,there was a significant and positive direct relationship between autonomy support and need satisfaction(b=0.81,p=0.001).In turn,need satisfaction positively predicted intrinsic motivation(b=0.86,p=0.001).Intrinsic motivation was positively related to MVPA(b=0.29,p=0.009).A significant indirect effect(b=0.20,p=0.004)supported the mediating role of psychological need satisfaction and intrinsic motivation in the relationship between perceived autonomy support and objectively measured MVPA.Conclusion:The findings of the current study support the applicability of the SDT-based model in explaining the antecedents of objectively measured MVPA of adolescents.To enhance adolescents’daily MVPA,special focus should be put on increasing their intrinsic motivation toward physical education.

A General Overview of Motivation in Linguistics

In recent years, the term of motivation in linguistics study has aroused the interests of scholars. Different studies of motivation have been produced by different scholars. In this paper, the writer organizes the recent studies on motivation in linguistics.the paper is divided into three parts, the introduction of the term motivation, different types of motivation, and theories of motivation.

The Influence of Second-Language Self-Orientation on Learning Motivation of Medium Level EFL Proficiency

EFL motivation is a hot research field of second language learners.In recent years,many researchers have focused on Dornyei’s second language self-system as a theoretical framework.The purpose of this study is to examine the predictive power of self-orientation of college medium level English learners to EFL learners’motivation,and to find ways to enhance their motivation and EFL proficiency.The subject of this paper is a medium level students of an ordinary college.Using linear regression analysis to collect data through questionnaires,it is found that the self-orientation of the subjects can explain the predictive effect on the actu⁃al learning behavior is not ideal.Ideal L2 self and L2 self-confidence are insufficient,and corresponding learning strategies are lacking,which limits self-directed ability to predict L2 motivation.

Does Motivation Predict Persistence and Academic Success?

This study researches the relationship between motivation and academic success as measured by the Valence, Instrumentality, and Expectancy Scale. Utilizing Vroom’s Expectancy Theory as the framework, the research assesses the responses of 375 nurse assistant students in the state of Illinois to evaluate the self-report of the constructs of Vroom’s Expectancy theory in relation to their performance on a standardized high stakes test.

Learners’motivational response to the Science,PE,&Me!curriculum:A situational interest perspective

Background:The Science,PE,&Me!(SPEM)curriculum is a concept-based physical education curriculum that offers students coherent educational experiences for constructing health-related fitness knowledge through movement experiences.The purpose of this study was to evaluate students’motivational response to the SPEM curriculum from the situational interest perspective.Methods:The study used a cluster randomized controlled design in which 30 elementary schools in one of the largest metropolitan areas in the eastern United States were randomly assigned to an experimental or comparison condition.Although all students in the 3rd,4th,and 5th grades in the targeted schools were eligible to participate in the study,a random sample of students from the experimental(n=1749;15 schools)and comparison groups(n=1985;15 schools)provided data.Students’motivational response to the SPEM curriculum or comparison curriculum was measured using the previously validated Situational Interest Scale-Elementary.Data were analyzed using structural mean modeling.Results:The results demonstrated that the experimental group(as reference group)showed significantly higher enjoyment(z=-2.01),challenge(z=-6.54),exploration(z=-12.195),novelty(z=-8.80),and attention demand(z=-7.90)than the comparison group.Conclusion:The findings indicate that the SPEM curriculum created a more situationally interesting context for learning than the comparison physical education curriculum.

What Influences Cooperative Motivation of Foreign Brides From Southeast Asian Countries in Taiwan？

Because women in Taiwan have had more and more opportunities to receive higher education and engage in different kinds of work, they have had developed increasingly higher standards for their marriage partners. Men who are in the lower socioeconomic working classes such as those who work in agriculture, or fishing, or who are disabled can no longer compete in local marriage market. As a result, these men have begun to look for their brides from other countries to continue the family line, do the housework, and take care of their parents-in-law. In addition to the fact that these foreign brides are often young and from rural areas, language barriers and cultural differences make it difficult for them to raise and educate their children in Taiwan. The inability of these brides often leads to a higher percentage of children who are developmentally delayed, have poor pronunciation, behavior problems, and low academic achievement. Governmental agencies and schools recognize these issues and have tried to help foreign-born mothers take better care of their children. However, there are several influential factors that can limit the cooperative motivation of these foreign-born mothers, including language barriers, parenting stresses, low socioeconomic status, and cultural limitations. Therefore, governmental agencies and related professionals must take these factors into consideration to provide comprehensive services and a better learning environment.

Understanding Taiwan Seniors＇ Motivation to Consume Food-Away-From-Home

The elderly population is growing rapidly in Taiwan. Eating is an important part for this group. The purpose of this study is to adapt the push and pull theory in order to investigate what would motivate the elderly to consume food away from home. Based on the results of a literature review and an expert panel, a valid questionnaire was developed. The participants in this study were aged above 55 who live in Taichung district. A total of 265 samples were collected. Statistical Package for the Social Sciences （SPSS） and Analysis of Moment Structures （AMOS） were used to analyze the data. The findings revealed that the data fit the model moderately well. Push and pull variables had a significant influence on intention and behavior. Recommendations like marketing strategies that can attract senior citizens and restaurateurs should focus on the key factors when seniors consume food away from home.

A Qualitative Study on College Students' Motivation of English Learning

Over the decades, English learning motivation has drawn much attention. The present case study aims to explore college students' motivation of English Learning. Based on SDT, the present study was conducted qualitatively. The researcher interviewed three non-English major students. This study found five types of motivation of English Learning. Besides, a person may have multiple motivations at the same time.