أهم قواعد وطرق استعمال في الكتابة والكلام, تحميل كتب تعلم كيفية استعمال قواعد الانجليزية ل Motivation and language learning الدافع وتعلم اللغات الأجنبية, فيديو بودكاست لتعليم كيفية استخدام Motivation and language learning الدافع وتعلم اللغات الأجنبية في اللغة الانجليزية, ماهي الطريقة الصحيحة والسلمية لتعليم قواعد استعمال Motivation and language learning الدافع وتعلم اللغات الأجنبية في الانجليزية, اريد ان اتعلم Motivation and language learning الدافع وتعلم اللغات الأجنبية في الكتابة والكلام, هل يستعمل Motivation and language learning الدافع وتعلم اللغات الأجنبية في الكتابة والكلام باللغة الانجليزية. كورسات, كورس و بودكاست الانجليزية, أغاني تعلم, ما هو معنى الكلمة الإنجليزيةlearn English software, learn English quickly, learn English words,
Motivation is often defined as the psychological quality that leads people to achieve a goal. For language learners, mastery of a language may be a goal. For others, communicative competence or even basic communication skills could be a goal. In linguistics, sociolinguistics and second-language acquisition, a number of language learner motivation models have been postulated. Work by Gardner, Clément, Dörnyei, Usioda and McIntyre are perhaps most known if not all accepted.
Language is a communication coding system that can be taught as a school subject; an integral part of the individual's identity involved in almost all mental activities; the most important channel of social organization embedded in the culture of the community where it is used. Work by Dörnyei.
Socio-Educational Models
Gardner's socio-educational model
While Gardner (1982) identified a number of factors that are involved when learning a second language (L2), it was earlier work by Gardner and Lambert (1959) of second-language acquisition: the social and cultural milieu, individual learner differences, the setting and context. In Gardner's model, one of the most influential in second-language acquisition are the four individual differences: intelligence, language aptitude, motivation, and situational anxiety.
Revised socio-education model
Gardner (2001) presents a schematic representation of this model. There are four sections, external influences, individual differences, language acquisition contexts, and outcomes. In the socio-educational model, motivation to learn the second language includes three elements. First, the motivated individual expends effort to learn the language. Second, the motivated individual wants to achieve a goal. Third, the motivated individual will enjoy the task of learning the language.
Role of motivation in language learning
Integrative Motivation: Crookes & Schmidt (1991) identified as the learner's orientation with regard to the goal of learning a second language. It means that learner's positive attitudes towards the target language group and the desire to integrate into the target language community. Instrumental Motivation: Hudson (2000) characterised the desire to obtain something practical or concrete from the study of a second language. Instrumental motivation underlies the goal to gain some social or economic reward through L2 achievement.
Integrative Motivation from the Socio-Educational Model
The one who is integratively motivated to learn the second language has a desire to identify with another language community, and tends to evaluate learning situation positively and accurately.
Hashi(2001)
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