Reflection Of Motivation In Language Learning: My Experience Of Language

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The research synthesis by Ortega (2009) shows that motivation is a dynamic process subjected to changes over time. My experience of language learning is in tune with that proposition. Among the antecedents of motivation described by Ortega (2009), self-confidence when using the language, integrativeness, orientations, inter-group contacts and the attitudes towards the instructional settings have an impact on my motivation to learn languages. Noteworthy, the positive experience of having inter-group contacts facilitated the shift from extrinsic motivation to intrinsic. However, some personality traits also account for my motivation to master languages. Apart from discussing foreign languages, first I depict my motivation to master Kazakh. To begin with, my self-confidence when using Kazakh and my motivation are affected by my personality trait such as sensitivity to rejection. Mehrabian (1970) defines sensitivity to rejection as the individual’s expectation of the “negative reinforcing quality of others for himself” (as cited in Larsen-Freeman & Long, 1991, p. 189). Despite being a native speaker of Kazakh, I have not developed the native-like proficiency in terms of the accent and limited vocabulary. Therefore, I feel anxious and unwilling to speak Kazakh, especially among my Kazakh-speaking peers and elderly people. This sensitivity to rejection might be stem from the school and university times when my Kazakh language teachers judged my accent. Noteworthy, whereas I have

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