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Wang 2000:164).
Social-group-identification as the desire to acquire proficiency in a language spoken by a social group with which the learner identifies. The social-group-identified motive is similar to the integrative motive, but goes beyond it. Learners with an integrative motive for learning a new language would wish to participate in the social or cultural life of the target language speakers while retaining their identification with their own native language group. But learners who have social-group-identified motivation would also want to become members of the target language community and at the same time intend to assimilate fully into the host society or community by totally giving up their own identity and culture and language. This motivation is particularly applicable to immigrants who desire to settle down in a foreign country. If we compare the integrative motivation with the social-group-identified motivation, we find that the latter implies the former but not vice versa. Thus, of the three types of motivation, social-group-identified motive is the most intense and effective. Learners with this motivation will be the most successful in their second language learning
(cf. Wang 2000:165).
The three types of motivation are not necessarily mutually exclusive. Second language learning is rarely motivated by attitudes that are exclusively instrumental or exclusively integrative. Most situations involve a mixture of each type of motivation.
2.2.2 Intrinsic and Extrinsic Motivation
In some learning situations, it is possible that many learners do not hold distinct attitudes, positive or negative, towards the target language group. It does not follow, however, that such learners are unmotivationed. They may find the kinds of learning tasks they are asked to do intrinsically motivating. Deci (1975) defines intrinsic motivation as follows:
Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward…...
Intrinsically behaviors are aimed at bringing about certain internally rewarding consequences, namely, feeling of competence and self-determination.
People are intrinsically motivated not because accomplishing the activity they do brings a reward, but because doing the activity itself is a reward. The feeling of competence and self-determination are significant factors of intrinsic motivation.
Extrinsic motivation, on the other hand, derives from an anticipation of rewards such as praise, awards prizes, and evaluation. According to Deci (1975), extrinsically motivated learners do the activity in order to obtain some rewards or avoid some punishment external to the activity itself, and this kind of motivation refers to learning situations where the reason for doing a task is something other than an interest in the task(or broader learning endeavor) itself. Undertaking the task may be something the learner feels forced to do rather genuinely wants to do.
One of the principal weaknesses of extrinsically driven behavior is its addictive nature. Once captivated by the lure of an immediate prize or praise, the dependency on those tangible rewards increases, even to the point that their withdrawal can extinguish the desire to learn. Learners would lose motivation and reason to do something when rewards are no longer 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。