Motivation, Intelligence Essay

Second wrangle acquirement is the process of discipline a different langu years separate than unitys realise tongue resulting in the business leader of an idiosyncratic to use one or more dictions different from his first expression. It can take vagabond in a natural setting or finished classroom book of instructions however, the degree of proficiency differs (Gomleksiz, 2001).Learning is a conscious process that includes perfect(a) explanation of grammar rules, practice of those rules, as well as memorizing lists of vocabulary, usu every(prenominal)y in a classroom setting (Wisniewski, 2007). Learners usually use their culture, first terminology, environment, earth and personal experiences among others to learn a irregular linguistic communication.Second terminology cultivation is necessitated by the different situations of different population. For instance, it can be for social or academic purposes. Learners are affected by many factors in the mho delivery eruditeness process such(prenominal) as level of cognitive development, socio-economic and cultural background, age, want or ability and erudition (Gomleksiz, 2001 Wisniewski, 2007). This paper pull up stakes however concentrate on how intelligence or adroitness and penury affect the instruction of a guerilla lyric.According to (Wisniewski, 2007), subroutine expression nurture process differs from first linguistic communication scholarship, with the latter taking place usually from infancy in a community using a specific linguistic communication and affected mainly by neurological developments in the brain (McCain, 2000) while the former taking place usually in schools or later in life and affected by age and associated characteristics (McCain, 2000).It is necessary to draw a distinction between foreign language and second language acquire. According to (Wisniewski, 2007), a language learnt in a community that uses a different mother tongue, is said to be a foreign language, and the process, a foreign language learning. For instance, a Kenyan schoolchild learning French in Kenya is said to be learning a foreign language, since French is not the common language in Kenya. In contrast, a language learnt in a community that uses the language, is said to be a second language. For instance, a Kenyan schoolchild studying is Spain impart study Spanish as a second language.According to Holt (2001), penury in second language learning is the learners penchant with regard to the address of learning a second language. It is a longing for learning (Gomleksiz, 2001). That is, it is the inner force or strength that drives an respective(prenominal) toward learning a second language. A below average student with the motivation to learn a second language is likes to succeed than an intelligent student not motivated. pauperization is divided into two basic types- combinative and instrumental (Holt, 2001 McCain, 2000).Integrative motivation is the le arners positive attitude towards the stain language group and the need to integrate into that tush language community. For instance, if an case-by-case loves and would like to identify with the Maasai community, he would learn their language. It is thought that students most prospered in learning a target language are those who like the people that speak the language, admire the culture and have a desire to become familiar with or even integrate into the society in which the language is used (J. Falk 1978) cited in Holt (2001).This kind of motivation is essential in helping an individual assimilated in a community to develop nigh proficiency in the language and also in developing a social life with the people in the community, especially if it is the only language widely spoken. It becomes a necessity.Instrumental motivation on the other hand, underlies the goal to gain some social or economic reward through the second language. It is a more functional reason for language lear ning. For instance, an individual who would like to be an air hostess may learn other languages to alter her easily get the job.The end of instrumental motivation is essentially utilitarian such as meeting the requirements of a school, job or achievement of higher social status (Holt, 2001). In this case, the second language acquisition takes place with little or no integration in the community using the language however, this experience comes in handy if one is to ever visit the community. Factors other than social integration necessitate the acquisition of the second language. some(prenominal) forms of motivation are essential for success in the learning of a second language, however, unifying motivation has been found to sustain long term success (Crookes and Schmidt, 1991). Instrumental motivation has only been acknowledge as a remarkable factor in some research, whereas combinatorial motivation is continually linked to winning second language acquisition (Holt, 2001). A ccording to Holt (2001),Generally students select instrumental reasons more frequently than integrative reasons for the study of a second language. Those who choose an integrative approach to language study are usually more highly motivated and in overall more successful. (n.p)Instrumental motivation can only be successful if the student is provided with an opportunity to actively use the language and peradventure interact with the community of the target group otherwise, the language is easily forget as it was only a means to an end. Interaction with the community of the target language helps the student learn more than what is learnt in class such as accent, expression and a whole new words and the condition of usage usually, the student is exposed more to language users than in a class setting. Interaction helps the learner solve his or her problems in the learning process.The language becomes part of the student and the degree of proficiency is higher, this is why integrative motivation has far higher long term success rates. The knowledge of the language becomes more than just professional. For students however, instrumental motivation is usually the major underlying factor for the study of the language (Holt, 2001).Holt (2001) in citing H. D. Brown (2000) states that, both integrative and instrumental motivations are not necessarily mutually exclusive. Learners seldom select one form of motivation when learning a second language, but rather a combination of both orientations. For instance, a Spanish student wishing to study in the U.K will learn slope both as a requirement for academic purposes and also to enable her integrate well in the English community.According to Teepen (n.d), intelligence and readiness are significant virtually in all aspects of second language learning. Regardless of all other factors like age, personality, attitude and motivation, some people happen to be better at learning a second language than others (Bot, Lowie, and Ve rspoor, 2005).The writers at http//www.slideshare.net/cupidlucid/3-factors-affecting-l2-learning-presentation (n.d) refer to intelligence as the mental abilities careful by an Intelligence Quotient (IQ) test, usually measuring the Verbal or linguistic and Mathematical or Logical intelligence and in some cases, Spatial, Interpersonal, Intrapersonal and melodic intelligence (Bot, Lowie, and Verspoor, 2005).Research findings indicate that intelligence, is a unvoiced factor in language learning that involves language analysis and rule learning. In this case, intelligence has a strong positive relation with second language learning (Teepen, n.d.). It was however found to be of less importance in language learning that focuses on communication and interaction (http//www.slideshare.net/cupidlucid/3-factors-affecting-l2-learning-presentation, n.d.). Intelligence is complex as it has various dimensions thus giving people different abilities and strengths. Therefore, an individual with str ong academic performance does not necessarily make a second language learning success story.The writers at http//www.slideshare.net/cupidlucid/3-factors-affecting-l2-learning-presentation (n.d.) also describe aptitude as the potential for achievement and that it is designed to make a omen about an individuals future achievements. Aptitude can be seen as a characteristic that is similar to intelligence, which cannot be altered through training (Bot et al. 2005).Aptitude for language learning is usually composed of the ability to identify and memorize new sounds, the ability to understand the function of contingent words in sentences, the ability to figure out grammatical rules from language samples and finally, the ability to memorize new words and phrases (Bot et al. 2005). A persons inherent capability of second-language learning is called spoken communication Learning aptitude (Bot et al. 2005).A number of language aptitude tests have been developed to assess language aptitude, the most common being the Modern manner of speaking Aptitude judge (MLAT) by Carroll and Sapon (1959) and the Pimsleaur lecture Aptitude Battery (PLAB) by Pimsleaur in 1966. Both tests have shown high correlations with proficiency scores in schools, however, the tests are wholly geared towards formal second-language learning and in particular, the way in which the language is taught in classrooms (Bot et al. 2005).Past researches have also revealed significant findings. A significant positive relationship between aptitude for language learning taught with grammar translation or audio-lingual methods, but irrelevant to second language learning taught with a more communicative approach, that is, with a focus on subject matter rather than on form (http//www.slideshare.net/cupidlucid/3-factors-affecting-l2-learning-presentation, n.d). Just like in intelligence, successful language learners are not necessarily strong in all the components of aptitude.In conclusion, success in seco nd language learning depends on many factors motivation, aptitude and intelligence are just a number of important ones. For motivation, it has been found that, motivated students are more successful than those not motivated. Motivation is the most important factor compared to intelligence and aptitude, though it has to be considered in light of other factors. This is because, as long as an individual is motivated, even if his IQ and aptitude are low, he will be able to succeed in language learning. In a nutshell, the greater the motivation, intelligence and aptitude levels of a student, the greater the chances of succeeding in learning a second language.ReferencesBot, D. K., Lowie, W. and Verspoor, M. (2005). Second Language Acquisition An advanced vision Book. Madison Avenue, New York Routledge Applied LinguisticsCrookes, G., & Schmidt R.W. (1991). Motivation Reopening the research agenda. LanguageLearning, Vol. 41, No. 4, p. 469-512.Gomleksiz, M. N. (2001). The effects of Age and Motivation in Second Language Acquisition.Firat University Journal of Social Science, Vol. 11, No. 17, p. 217-224Factors affecting Second Language Learning. Accessed April 29, 2010 fromhttp//www.slideshare.net/cupidlucid/3-factors-affecting-l2-learning-presentation, n.d)Holt, J. N. (2001). Motivation as a Contributing factor in Second Language Acquisition. TheInternet TESL Journal, Vol. 7, No. 6. Accessed April 28, 2010 from http//iteslj.org/Articles/Norris-Motivation.htmlMcCain, J. (2000). Language Acquisition and affective Variables. Accessed April 28, 2010 fromhttp//serendip.brynmawr.edu/biology/b103/f00/web3/mccain3.htmlTeepen, J. (n.d.). On the Relationship between Aptitude and Intelligence inSecond Language Acquisition. Columbia University Working Papers in TESOL & Applied Linguistics, Vol. 4. Accessed April 29, 2010 from http//journals.tc-library.org/index.php/tesol/article/viewFile/69/75