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Motivating language theory (ML) is an academic theory within the broader field of communication. The theory was originally proposed by J. Sullivan in 1988 as a framework for studying effective communication from leaders to followers. [ 1 ]
Like the model, however, the test has also been revised over the years. In Gardner's review of the Socio-educational Model, he named the four overarching variables which are measured in the AMTB: (1) integrativeness, (2) attitude toward learning situation, (3) motivation and (4) language anxiety. [7]
The goal of language teachers then, who often struggle to initiate and maintain motivation in students, would be to inspire and lead learners, or groups of learners, to imagine, activate and realize Directed Motivational Currents in their second language learning journey.
A pyramid model has been established that describes the possible influences on a student’s willingness to communicate in a second language . “The pyramid shape shows the immediacy of some factors and the relatively distal influence of others.” (p. 546)
Psycholinguistics or psychology of language is the study of the interrelation between linguistic factors and psychological aspects. [1] The discipline is mainly concerned with the mechanisms by which language is processed and represented in the mind and brain; that is, the psychological and neurobiological factors that enable humans to acquire, use, comprehend, and produce language.
Motivation is an internal state that propels individuals to engage in goal-directed behavior.It is often understood as a force that explains why people or animals initiate, continue, or terminate a certain behavior at a particular time.
Internal resources are the motivational factors of the language learners, while the language teacher or the environment are examples of the external resources. The growth is described as an iterative process in second language development and it is often modelled by using coupled-equation models ( logistic equation ).
language-cognitive repertoire, including receptive language, expressive language, and receptive-expressive language; emotional-motivational repertoire, including positive and negative patterns of emotional reaction directing the whole behavior of the person. The infant begins life without the basic behavioral repertoires.