Different Types of Motivation

Integrative

Instrumental

Intrinsic

Extrinsic
 Integrative and Instrumental
Brown (2000) and Gardner (1985)

• Integrative : integrative motivation refers to language learning for personal growth and
cultural enrichment; that is, the learner likes to learn a language to enter successfully into
the target language society. According to Gardner and Lambert (1959 as cited in Pourhosein
Gilakjani, Leong, & Saburi, 2012),  Integrative motivation refers to a favorable attitude
toward the target language community, possibly a wish to integrate and adapt to a new
target culture through use of the language (Gardner, 1985).  The integrative motivation
describes learners who want to integrate themselves into the culture of the second language
group and become involved in social interchange in that group.
• The instrumental motivation refers to acquiring a language as a means for obtaining
instrumental objectives such as furthering a career, reading technical materials, translation,
and so on. instrumental motivation arises out of a need to learn the L2 for functional or
external reasons. They involve the attainment of aims, functional aims for learning like
passing exams and financial rewards. According to Gardner and Lambert (1959 as cited in
Pourhosein Gilakjani, Leong, & Saburi, 2012),
Instrumental motivation
o Task or goal-oriented, this type of
motivation mainly focuses on
expanding, reaching and growing
o Always looks ahead and outside
o Those whose motivation is mainly
instrumental will set and pursue goals
and objectives more than anything
else.
o Routine will be their number one
enemy, destroying their drive and
desire
o The perfect driving force when looking
to expand, grow or disseminate
o A must in entrepreneurs and
visionaries. No company can grow
without it
Integrative motivation
o The motivation of permanence and
stability
o Always looks inside
o Those whose motivation is mainly
integrative will strengthen the
company's values and philosophy and
will seek every opportunity to create
greater internal cohesion and team
spirit.
o Risk will be their number one enemy,
paralyzing them
o The perfect force when stabilizing a
new company or in situations of crisis
o Basic in departments seeking to
consolidate the company: human
resources, accounting, and so on.
Intrinsic and Extrinsic
Dörnyei (1998 as cited in Pourhosein Gilakjani, Leong, & Saburi, 2012)

• Extrinsic motivation is when we are motivated to perform a behavior

or engage in an activity because we want to earn a reward or avoid
punishment. You will engage in behavior not because you enjoy it or
because you find it satisfying, but because you expect to get
something in return or avoid something unpleasant. Extrinsic
motivation refers to the actions that are performed to get some
instrumental aims like earning a reward or stopping a punishment.
• Intrinsic motivation refers to the motivation to engage in an activity
because that activity is enjoyable to do. Intrinsic motivation is when
you engage in a behavior because you find it rewarding. You are
performing an activity for its own sake rather than from the desire for
some external reward. The behavior itself is its own reward.
Extrinsic Motivation
o Participating in a sport to win awards
o Cleaning your room to avoid being
reprimanded by your parents
o Competing in a contest to win a
scholarship
o Studying because you want to get a
good grade
Intrinsic Motivation
o Participating in a sport because you
find the activity enjoyable
o Cleaning your room because you like
tidying up
o Solving a word puzzle because you
find the challenge fun and exciting
o Studying a subject you find fascinating
Previous Studies about the Role of
Motivation in Language Learning
• that learners are intrinsically motivated to learn speaking and reading skills and
Lucas (2010) are also intrinsically motivated through knowledge and achievement.

• intrinsic motivation has a significant impact not only on reading comprehension

Guthrie (1997) but on the other aspects of reading such as reading breadth.

Tercanlioglu • that Turkish learners have positive attitudes towards reading because they read
both for intrinsic and extrinsic motives.
(2001)
• learners were highly motivated with positive attitudes towards learning English.
Ditual (2012) They were both instrumentally and integratively motivated.
 • expressed that class group impacted learners’ motivation and they felt
Chang (2010) relaxed with the motivated classmates.

Moskovsy and • that instrumental motivation plays more important role than the
integrative motivation in EFL learning. The other result of this study
Alrabai (2009) indicated that integrative motivation is more pertinent to ESL learning.

• language learners were simultaneously motivated instrumentally and

Moiinvaziri (2009) integratively. It was indicated learners were highly motivated towards
learning English.

• that motivated learners spend much of their time to gain aims in learning
Al-Otaibi (2004) foreign language and motivated learners can also learn language more
effectively than unmotivated ones.
 • learners with strong desire to learn a language can obtain high level of
Al-Hazemi (2000) competence in the target language.

• safe classroom climate is necessary for motivation and learners feel comfortable to learn a language in this
MacIntyre (1999) idea condition.

• motivation cannot be developed in a difficult classroom and teachers should create an effective learning
Good and Brophy (1994) environment for their learners. They continued that effective language learning occurs in a relaxed and
friendly class.

Ziahosseini and Salehi • expressed that extrinsic motivation does not relate with the selection of language learning strategies. They
emphasized that Iranian EFL learners are intrinsically motivated.
(2008)

Sadighi and Maghsudi • the impact of two kinds of motivation, namely, integrative and instrumental on English proficiency of the EFL
learners in Iran. The results obtained from this study demonstrated a significant difference between the
means of the English proficiency scores of integratively motivated learners and the instrumentally motivated
(2000) ones.