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1、168CHAPTER6PersonalityFactorsinoneculture(say,theUnitedStates)mayappearasintroversionis,inanotherculture(say,Japan),respectandpoliteness.Nevertheless,onapracticallevel,thefacilitatingorinterferingeffectsofcertainlanguageteachingpracticesthatinvokeextroversionneedtobecarefullyconsidered.
2、Howeffectivearetechniquesthatincorporatedrama,pantomime,humor,roleplays,andovertpersonalityexposure?Ateacherneedstobewareoftryingto"create"inastudentmoreso-calledextroversionthanisreallynecessary.Weneedtobesensitivetoculturalnorms,toastudent'swillingnesstospeakoutinclass,andtooptimalpoi
3、ntsbetweenextremeextroversionandintroversionthatmayvaryfromstudenttostudent.MOTIVATIONMotivationisyetanotheraffectivevariabletoconsider,butonethatissocentralandwithresearchfoundationsthataresopervasivethatitdeservesaseparatecategoryhere.Undoubtedlythemostfrequentlyusedcatch-alltermforex
4、plainingthesuccessorfailureofvirtuallyanycomplextask,motivationisastarplayerinthecastofcharactersassignedtosecondlanguagelearningscenariosaroundtheworld.Suchassumptionsareofcoursenoterroneous,forcountlessstudiesandexperimentsinhumanlearninghaveshownthatmotivationisakeytolearningingenera
5、l(Weiner,1986;Deci,1975;Maslow,1970).Inthefieldofsecondlanguageacquisition,inparticular,thesubjectofmotivationhasgarneredplentyofattention(seeDbrnyei,2005,2001a,2001b,1998;Dbrnyei&Skehan,2003;Dbrnyei&Schmidt,2001;Spolsky,2000;Gardner&Lambert,1972).Butbroadclaimscanglossoveradetailedunde
6、rstandingofexactlywhatmotivationisandwhatthesubcomponentsofmotivationare.Whatdoesitmeantosaythatsomeoneismotivated?Howdoyoucreate,foster,andmaintainmotivation?TheoriesofMotivationVarioustheoriesofmotivationhavebeenproposedoverthecourseofdecadesofresearch.Followingthehistoricalschoolsoft
7、houghtdescribedinChapter1,threedifferentperspectivesemerge:1.Fromabehavioralperspective,motivationisseeninverymatteroffactterms.Itisquitesimplytheanticipationofreward.Driventoacquirepositivereinforcement,anddrivenbypreviousexperiencesofrewardforbehavior,weactaccordinglytoachiev
