áŠ áˆ›áˆ­áŠ›áŠ• á‰ áˆáˆˆá‰°áŠ› á‰‹áŠ•á‰‹áŠá‰µ á‹¨áˆ˜áˆ›áˆ­ á‰°áŠáˆ³áˆ½áŠá‰µáŠ“ á‹¨á‹áŒ¤á‰µ á‰°á‹›áˆá‹¶á¤ á‰ áŒ‹áˆžáŠ› á‰‹áŠ•á‰‹ áŠ ááˆá‰µ á‰°áˆ›áˆªá‹Žá‰½

á‹˜áˆªá‰± áŠ áˆµá‹á‹; áˆ›áˆ¨á‹ á‹“áˆˆáˆ™

doi:10.20372/ejlcc.v2i1.368

Authors

á‹˜áˆªá‰± áŠ áˆµá‹á‹ áŠ áˆá‰£ áˆáŠ•áŒ áˆáˆˆá‰°áŠ› á‹°áˆ¨áŒƒ á‰µáˆáˆ…áˆá‰µá£ áˆ˜áˆˆáˆµá‰°áŠ› áˆ˜áˆáˆ…áˆ
áˆ›áˆ¨á‹ á‹“áˆˆáˆ™ á‰£áˆ…áˆá‹³áˆ á‹©áŠ’á‰¨áˆáˆµá‰²á£ á‰°á‰£á‰£áˆª á•áˆ®áŒáˆ°áˆá¤

DOI:

https://doi.org/10.20372/ejlcc.v2i1.368

Keywords:

á‰°áŠáˆ³áˆ½áŠá‰µ (Motivation), á‹áˆ…á‹³á‹Š á‰°áŠáˆ³áˆ½áŠá‰µ (Integrative), áŒ¥á‰…áˆ›á‹Š á‰°áŠáˆ³áˆ½áŠá‰µ (Instrumental), á‹áˆµáŒ£á‹Š á‰°áŠáˆ³áˆ½áŠá‰µ (Intrinsic), á‹áŒ«á‹Š á‰°áŠáˆ³áˆ½áŠá‰µ (Extrinsic), áˆáˆˆá‰°áŠ› á‰‹áŠ•á‰‹

Abstract

áŒ¥áŠ“á‰± á‰ á‹‹áŠ“áŠá‰µ á‰ áŒ‹áˆžáŠ› á‰‹áŠ•á‰‹ áŠ ááˆá‰µ á‰°áˆ›áˆªá‹Žá‰½áŠ• áŠ áˆ›áˆáŠ›áŠ• á‰ áˆáˆˆá‰°áŠ› á‰‹áŠ•á‰‹áŠá‰µ á‹¨áˆ˜áˆ›áˆ á‰°áŠáˆ³áˆ½áŠá‰µáŠ“ á‹¨á‹áŒ¤á‰µ á‰°á‹›áˆá‹¶ áˆ˜áˆáˆáˆ¯áˆá¡á¡ á‰°áˆ³á‰³áŠá‹Žá‰½ á‰ áŒ‹áˆž áŒŽá‹ á‹žáŠ• á‰ áŠ áˆá‰£ áˆáŠ•áŒ áˆáˆˆá‰°áŠ› á‹°áˆ¨áŒƒáŠ“ áˆ˜áˆ°áŠ“á‹¶ á‰µáˆáˆ…áˆá‰µá‰¤á‰µ á‰ 2003 á‹“.áˆ 207 á‹¨9áŠ›áŠ“ á‹¨10áŠ› áŠááˆ á‰°áˆ›áˆªá‹Žá‰½ áŠ“á‰¸á‹á¡á¡ áŠ¨áŠ¥áŠáˆ±áˆ á‰ áŒ½áˆ‘á áˆ˜áŒ á‹á‰…áŠ“ á‰ áˆá‰°áŠ“ áˆ˜áˆ¨áŒƒá‹Žá‰½ á‰°áˆ°á‰¥áˆµá‰ á‹‹áˆá¡á¡ á‰ áˆ˜áˆ¨áŒƒá‹Žá‰¹ á‰µáŠ•á‰°áŠ“ áˆ˜áˆ áˆ¨á‰µáˆ á‰ áŒ‹áˆžáŠ› á‰‹áŠ•á‰‹ áŠ á‹á‰¸á‹áŠ• á‹¨áˆá‰± á‰°áˆ›áˆªá‹Žá‰½ á‰ á‰¡á‹µáŠ• áŠ áˆ›áˆáŠ›áŠ• á‰ áˆáˆˆá‰°áŠ› á‰‹áŠ•á‰‹áŠá‰µ á‹¨áˆ˜áˆ›áˆ á‰°áŠáˆ³áˆ½áŠá‰µ áŠ áˆ³á‹á‰°á‹‹áˆá¡á¡ á‰ á‰°á‰ƒáˆ«áŠ’á‹ áŒáŠ• á‰ á‰°áˆ›áˆªá‹Žá‰¹ áŠ áˆ›áˆáŠ› á‰‹áŠ•á‰‹ á‹¨áˆ˜áˆ›áˆ á‰°áŠáˆ³áˆ½áŠá‰µáŠ“ á‰ á‰‹áŠ•á‰‹á‹ á‰µáˆáˆ…áˆá‰µ á‹áŒ¤á‰µ áˆ˜áŠ«áŠ¨áˆ á‰°á‹›áˆá‹¶ áŠ áˆá‰³á‹¨áˆá¡á¡ á‰ á‰°áˆ˜áˆ³áˆ³á‹áˆ á‰ á‰°áŠáˆ³áˆ½áŠá‰µ á‹“á‹áŠá‰¶á‰½áŠ“ á‰ áŠ áˆ›áˆáŠ› á‰‹áŠ•á‰‹ á‰µáˆáˆ…áˆá‰µ á‹áŒ¤á‰µ áˆ˜áŠ«áŠ¨áˆ á‰°á‹›áˆá‹¶ áŠ áˆá‰³á‹¨áˆá¡á¡ á‹áˆáŠ• áŠ¥áŠ•áŒ‚ á‰ á‹áˆµáŒ£á‹ŠáŠ“ á‰ á‹áˆ…á‹³á‹Šá£ á‰ á‹áˆµáŒ£á‹ŠáŠ“ á‰ á‹áŒ«á‹Šá£ á‰ á‹áˆµáŒ£á‹ŠáŠ“ á‰ áŒ¥á‰…áˆ›á‹Š á‰°áŠáˆ³áˆ½áŠá‰¶á‰½ áˆ˜áŠ«áŠ¨áˆ á‰ áˆµá‰³á‰²áˆµá‰²áŠáˆµ áŒ‰áˆáˆ… á‰°á‹›áˆá‹¶ (P<0.05) á‰³á‹á‰·áˆá¡á¡ á‰ á‰°áŒ¨áˆ›áˆªáˆ á‹áˆµáŒ£á‹Šá£ á‹áˆ…á‹³á‹Šá£ á‹áŒ«á‹ŠáŠ“ áŒ¥á‰…áˆ›á‹Š á‰°áŠáˆ³áˆ½áŠá‰¶á‰½á£ á†á‰³áŠ“ á‹¨áŠ¨ááˆ á‹°áˆ¨áŒƒ á‰ áŒ¥áˆáˆ á‰ áŠ áˆ›áˆáŠ› á‰µáˆáˆ…áˆá‰µ á‹áŒ¤á‰µ áˆ‹á‹ áŒ‰áˆáˆ… á‹µáˆáˆ» (áŠ áˆµá‰°á‹‹á…á‹–) áŠ¥áŠ•á‹³áˆ‹á‰¸á‹ á‹¨áŒ¥áŠ“á‰± á‹áŒ¤á‰µ áŠ áˆ³á‹á‰·áˆá¡á¡ á‰ áˆŒáˆ‹áˆ á‰ áŠ©áˆ á‹¨áŠááˆ á‹°áˆ¨áŒƒ á‹¨á‰µáˆáˆ…áˆá‰µ á‹áŒ¤á‰µáŠ• á‹ˆáˆ³áŠ áˆ†áŠ– áˆ²áŒˆáŠ á‰ á‹šáˆ… áˆ¨áŒˆá‹µ á‹¨á‹áˆµáŒ£á‹ŠáŠ“ á‹¨á‹áŒ«á‹Š á‰°áŠáˆ³áˆ½áŠá‰¶á‰½ áŠ áˆµá‰°á‹‹á…á‹– á‹¨áŒŽáˆ‹ áŠ áˆáˆ†áŠáˆá¡á¡ áŠ¨á‹šáˆ…áˆ áˆŒáˆ‹ á‰ áˆáˆˆá‰°áŠ› á‰‹áŠ•á‰‹ á‹¨áˆ˜áˆ›áˆ á‰°áŠáˆ³áˆ½áŠá‰µáŠ“ á‰ á†á‰³ áˆ˜áŠ«áŠ¨áˆ á‰°á‹›áˆá‹¶ áŠ¥áŠ•á‹³áˆˆáŠ“ áŒ¥á‰…áˆ›á‹Š á‰°áŠáˆ³áˆ½áŠá‰µá£ á†á‰³áŠ“ á‹¨áŠááˆ á‹°áˆ¨áŒƒ á‹¨áŠ áˆ›áˆáŠ› á‰µáˆáˆ…áˆá‰µ á‹áŒ¤á‰µ á‰°áŠ•á‰£á‹ áˆ†áŠá‹ áˆ˜áŒˆáŠ˜á‰³á‰¸á‹áŠ• á‹¨áŒ¥áŠ“á‰± á‹áŒ¤á‰µ áŠ áˆ˜áˆ‹áŠá‰·áˆá¡á¡ á‰ áŒ¥áŠ“á‰± á‹áŒ¤á‰µ áˆ˜áˆ áˆ¨á‰µáˆ á‹¨áˆ˜áá‰µáˆ„ áˆ€áˆ³á‰¦á‰½ á‰°áŒ á‰áˆ˜á‹‹áˆá¡á¡

References

áŠ áˆˆáˆáŠáˆ½ á‹¨áŠ”áŠáˆ… á¡á¡ (2001 á‹“.áˆ)á¡á¡ áŠ á‹ŠáŠ› á‰‹áŠ•á‰‹ á‰°áŠ“áŒ‹áˆª á‰°áˆ›áˆªá‹Žá‰½ áŠ áˆ›áˆáŠ› á‰‹áŠ•á‰‹áŠ• áŠ¥áŠ•á‹°áˆáˆˆá‰°áŠ› á‰‹áŠ•á‰‹ áˆ²áˆ›áˆ© á‹«áˆ‹á‰¸á‹ á‰°áŠáˆ³áˆ½áŠá‰µáŠ“ á‹¨á‰µáˆáˆ…áˆá‰µ á‹áŒ¤á‰µá‰°á‹›áˆá‹¶á¡á¡ áˆˆáˆáˆˆá‰°áŠ› á‹µáŒáˆª áˆ›áˆŸá‹« á‹¨á‰€áˆ¨á‰ áŒ½áˆ‘áá£ á‰£áˆ…áˆá‹³áˆ á‹©áŠ’á‰¨áˆáˆ²á‰²á£ á‰£áˆ…áˆ á‹³áˆá¡á¡

áŠááˆŒ áˆµá‰ áˆ¨á‹á¡á¡ (2002 á‹“.áˆ)á¡á¡ áŠ á‹á‰¸á‹áŠ• á‰ áŒ‰áˆ™á‹áŠ› á‰‹áŠ•á‰‹ á‹¨áˆá‰± á‹¨9áŠ› áŠááˆ á‰°áˆ›áˆªá‹Žá‰½ áŠ áˆ›áˆáŠ› á‰‹áŠ•á‰‹ áˆˆáˆ˜áˆ›áˆ á‹«áˆ‹á‰¸á‹ á‰°áŠáˆ³áˆ½áŠá‰µáŠ“ á‹¨áŠ áˆ›áˆáŠ› á‰‹áŠ•á‰‹ á‰µáˆáˆ…áˆá‰µ á‹áŒ¤á‰µ á‹›áˆá‹¶á¡á¡ áˆˆáˆáˆˆá‰°áŠ› á‹µáŒáˆª áˆ›áˆŸá‹« á‹¨á‰€áˆ¨á‰ á…áˆ‘áá£ á‰£áˆ…áˆá‹³áˆ á‹©áŠ’á‰¨áˆáˆ²á‰²á£ á‰£áˆ…áˆ á‹³áˆá¡á¡

Brown, H. (2000). Principles of Language Learning and Teaching. (4th ed.). USA: Longman Inc.

Brown, H.D. (1994). Principles of Language Learning and Teaching. (3rd ed.). USA: San Francisco State University.

Elliot, J.G. etal. (2005). Motivation, Engagement and Educational Performance. International Perspective on the Contexts for Learning. NewYork: Pellagara.

Ellis, R. (1997). Sceond Language Acquisition. Oxford: Oxford University Press.

Ellis. R. (1995). Understanding Sceond Language Acquisition (10th ed.): Hong Kong: Oxford University Press.

Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.

Freeman, D.L. and Long, M.H. (1992). An Introduction to second Language Acquisition Research (3rd ed.) New York: Longman Group UK Lit.

Gardner, R.C. (2004). Attitude/Motivation Test Battery: International AMTB Research Project. The University of Western Ontario, Canada. Retrieved April, 2011.

Gardner, R.C . (2001). Integrative Motivation and Second Language Acquisition. In Z. Dorneyei and R. Schmidt (Eds). Motivation and Second Language Learning. Hondulu: University of awai.

Gardner, R.C. (1985). Social Psychology and Second Language Learning; The Role of Attitudes and Motivation. London: Arnold.

Gardner, R.C. (1982). Language Attitude and Language Learning. In Ryan, E-B (Ed), Attitudes towards Language Variation: Social and Applied Context. Britain: Edward Arnold.

Harmer, J. (1991). The Practice of English Language Teaching. London: Longman.

Kissau, Scott .(n.d). Gender Differences in Second Language Motivation: An Investigation of Micro- and Macro- level influences. Retrived from: https://journals.lib.unb.ca/index.php/CJAL/article/viewFile/19755/21453 Masgoret,A.M & Gardner, R.C. (2003). Attitudes, Motivation and Second Language Learning:A Meta Analysis of Studies. Journal of Research in Language Studies. V (53), issue 1. https://doi.org/10.1111/1467-9922.00227

Noels, K. (2001). New Orientations in Language Learning Motivation: Towards a model of intrinsic, extrinsic and integrative orientations and Motivation. In Z. Dorneyei and R.Schemidt (Eds.), Motivations and Second Language Acquisition (Second Language Teaching and Curriculum Center Technical Report. Honola: Teaching and Curriculum Center.

Noels, K.A. (2003). Learning Spanish as a second language: Learnersâ€™orientations and perceptions of their teachersâ€™ communication style. In Z. DoÂ¨rnyei (ed.) Attitudes, Orientations and Motivations in Language Learning pp. 97-136.Oxford: Blackwell.

Norris-Holt, J. (2001).Motivation as a Contributing Factor in Second Language Acqisition. the internet TESOL Journal. Vol. VII, No. 6, Retrieved from: http://iteslj.org/Articles/Norris-Motivation.html Accessed: April 6, 2001

Oxford, R.L. (1996). New Paths Ways of Language Learning Motivation. In R.L Oxford (Ed.), Language Learning Motivation: Path Ways to the New Century (Second Language Teaching and Curriculum Center Technical Report.) Honolulu: University of Hawaiâ€™I, Second Language Teaching and Curriculum Center. Pintritch .R. and Schunk, H. (2002). Motivation in Education Theory, Research and Applications. New York: Mirill Prentice Hall.

Rubinson, P. (2001). Cognition and Second Language Instruction. U.N: Cambridge University Press.

Ryan, E.B, Giles and Sebastian, J. R.(1982) An Integrative Perspective for the study. InRyan Boochard. (Ed.). Attitudes towards Language Variation: Social and Applied Context. Britalin: Edward Arnold.

Schmidt, Richard, Boraje, Deena and Kassbgy, Omneya. (1996). Foreign Language Motivation: Internal Structure and External Connections. In Rebecca Oxford (Ed.), Language Learning Motivation: Path ways to the new century (Second Language Teaching and Curriculum Center Techinical Report). Honolulu: University of Hawaiâ€™I, Second Language Teaching and Curriculum Center.

Stern, H. H. (1994). Fundamental Concepta of Language Teaching. Hong Kong: Oxford University Press.

William, M.M, Burden, B. (1997). Psychology for Language Teachers: A Social Constructivist Approach. Cambridge: Oxford University Press.

Authors

DOI:

Keywords:

Abstract

References

Downloads

Published

How to Cite

Issue

Section

Similar Articles

Make a Submission

Information