A Cognitive Approach to Motivation Theory:

Personal Second Language Learning Experience

By: Rotua Simbolon

Mahasiswa Pasca Sarjana Universitas Negeri Jakarta

Motivation as a driving force has become an interesting topic of discussion not only among the psychologists but also among the linguists. While speaking motivation in linguistics is not new, however it is not as popular as in psychology. Both from psychological and linguistic point of view, motivation plays an important role in human action. In psychology, Bandura’s social cognitive theory of motivation focused on the role of perception an human agency. He stated that it is one’s confidence in their ability to organize an execute a given course of action to solve problem or accomplish task. Whereas in his Affective Filter Hypothesis, Krashen (1982) argued that affective factor (motivation) affects the second language acquisition. This article will focus on motivation in second language learning. Firstly, a brief Affective Filter Hypothesis will be discussed. Then, I will prove the validity of the theory through my own experience in learning second language.

The Affective Filter Hypothesis

Stephen Krashen has been a long standing figure in linguistic field. He seeks to understand how people learn languages especially second language. In his search, he proposed “The Second Langue Acquisition Theory” (1982). This theory includes five hypotheses. One of the hypotheses is Affective Filter Hypothesis. The Affective Filter hypothesis states how affective factors relate to the second language acquisition process. Research over the last decade has confirmed that a variety of affective variables relate to success in second language acquisition. Performers with high motivation generally do better in second language acquisition.

Further, Stephen Krashen amended Stevick (1976) saying that the Affective Filter hypothesis captures the relationship between affective variables and the process of second language acquisition by positing that acquirers vary with respect to the strength or level of their Affective Filters. Those whose attitudes are not optimal for second language acquisition will not only tend to seek less input, but they will also have a high or strong Affective Filter--even if they understand the message, the input will not reach the part of the brain responsible for language acquisition, or the language acquisition device. Those with attitudes more conducive to second language acquisition will not only seek and obtain more input, they will also have a lower or weaker filter. They will be more open to the input, and it will strike "deeper". From the Affective Filter Hypothesis, we can conclude that the higher the motivation someone has in learning language, the more she or he is likely to be successful (Krashen, 1982).

Personal Second Language Learning

In Indonesia, English is second language. Our first language is bahasa Indonesia. English as second language is a subject learned formally at Secondary level.  I, therefore have learned English for six years in formal education. My experience of learning English was up and down. It was the stiry of being motivated and unmotivated.

In Junior high school, I perceived English as a such horrifying subject. English was scary and killer. Why? Because, I knew little about grammar. I almost could not differentiate sentences in past, presence or future. Sadly, I just knew how to answer “yes or no” question. As the consequence, I was never engaged into any discussion in the class. I never tried to speak to others because I was afraid to do mistakes. No wonder then if my English scores were all bad.

The situation was completely changed when I entered Senior High School. The thing was that I liked English very much. Often, I spent the portion of my time on English much more than any other subject. I reviewed the grammar and vocabulary after school. I memorized three new words each single day. I even memorized the detail of rules in three tenses in English; Past tense, Present tense and Future tense. I still memorized the rules until now. When I am speaking, those rules go out automatically. 

The key to my success in learning English is my motivation. I was living in dormitory during senior in high school. Many foreigners (European) came to our dormitory. In fact some of them were teaching us at school. Sadly, I could not speak to them since I could speak English. Some friends of mine who were able to speak English had a nice conversation with them. On seeing this, a will came to my mind to learn English whatever the cost may be. Then I started to memorize three word in a day and read English book. 

But all my knowledge about grammar and vocabulary didn’t work when I was living in Manila, Philippines. Even though I knew English grammatically, but in fact I could not speak to my companions coming from United States, Ireland, Spain, Canada, India, Poland and Philippines. I had the concept of the sentence in my mind, but my tongue just couldn’t speak it out. This made me frustrated. I avoided from being engaged into conversation with them. I felt bad when pronouncing words wrong. I felt embarrassed when I was speaking but they did not get my point.

Again, motivation saved me. I just imagined if I could speak English just like my companions, it would be plus point. English ability was one of considerations in seeking job. I then, called to mind the struggles I encountered in learning English in high school. I coped with the way I learned English when I was in senior high. I was so motivated as time passed; I started to enjoy speaking English. During dining room time or conference, I paid attention to what they were talking about and their pronunciation. Although I did not know the meaning of each sentence but at least I knew the context of their conversation. For example, if there was something wonderful, my American companion would say, “Oh...gee!” or “oh... my gosh”, for something unexpected. Besides listening to them speaking, I also tried to improve my English by reading English newspaper and listening to English television channels. Unconsciously, sentences coming out of my mouth when they asked me something or when I express my opinion. It felt that ability to speak English was coming out automatically without we realized it.

What can I conclude from my experience of learning English as second language is the importance of motivation. To be successful in learning English, you need motivation. Motivation is energy inside us that sustains our entire struggle we may encounter along the way. Motivation will focus and direct your attention in achieving the goals. Motivation will draw you to sacrifice your time, feelings, material just to achieve your goals.

Source:

Stepehen Krashen, (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.Inc.