A PSYCHOLINGUISTICS MODEL OF 
                   MOTIVATION IN LANGUAGE RECOGNITION 
                             I Made Sena Darmasetiyawan 
                            sena.darmasetiyawan@gmail.com 
                               Udayana University 
          
         I. Psycholinguistics approaches to the study 
             In the study of psycholinguistics, its significances in are mostly related to that of the 
         acquisition from developmental stages observation of early age. As follows, researches on later 
         stages  are  rather  vague  in  its  concern  to  the  framework  of  linguistics  competence  and 
         performance, where one would present analysis of comparison from those two factors. This is 
         due to the fact that the latter age has less time for learning; cognitively developed – processing 
         concepts such as causality or aspect, primed by experience to seek for patterns in data and so 
         responds in input analytically, already has a first language that provides a lens through which the 
         second  is  perceived,  has  access  to  a  language  of  explanation  and  capable  of  understanding 
         theoretical explanations, accustomed to expressing their personality in first language and may 
         find their limited powers of expression in second language a chastening experience, and has 
         pragmatic experience of a range of social circumstances in first language and extensive world 
         knowledge (Field, 2004: 256). Limitation of research from these factors does not seem to yield 
         an adequate stand to pursue the more abstract findings in adolescents or adults. But from the 
         view that children are  using iconic in their comprehension; the concept that believe writing 
         perceived in accordance to its physical resemblance (Treiman and Kessler, 2007: 6); further 
         question  rises  as  to  how  this  phenomenon  would  alter  in  the  additional  presence  of  visual 
         symbols or drawings. Aside from the view that children may not gain the ability to use complex 
         context-conditioned patterns in an adult-like way until relatively late in the course of decoding 
         development, this is also due to the question of how children know that certain letters in printed 
         words are more likely to be treated as units than others; and that graphemes are not built into 
         children in the way they are built into the model (Treiman and Kessler, 2007: 20-21). Not to 
         mention the fact that language fades quickly as a representative object in the memory; will be 
         adding another emphasize on these differences. 
          A  clear  example  of  this  phenomenon  is  the  thesis  by  Ni  Luh  Putu  Sri  Adnyani  in 
       “Perkembangan Bunyi Bahasa Anak Bilingual”; written in 2010 on Udayana University. Her 
       study  took  phonological  approach  to  the  language  acquisition  by  means  of  recording, 
       transcription, and corpus data in qualitative longitudinal research to the development of a child in 
       German, English, and Indonesian language. This method shows that children treat an alphabet as 
       if it were a logography, a glottographic system in which each word or morpheme of the language 
       is  represented  with  its  own  graphic  symbol.  A  child  did  not  yet  seem  to  know  that  writing 
       represent specific linguistic forms. Some of the symbols that are most familiar to young children, 
       such as drawings and photographs, represent meaning in a direct way, and children may believe 
       that writing does the same (Treiman and Kessler, 2007: 3-5). Therefore, the technique used is 
       elicitation by confirming speech element drawn out and analyzed with speech analyzer. Apparent 
       result  from  her  analysis  stated  that  comprehension  is  greater  than  production  by  testing 
       measurement  of  question  in  both  languages  and  proved  it  in  nonverbal  reaction  during 
       conversation. One of this nonverbal reactions shown in the year of 1;2 that the use of word 
       [papa] or [mama] are treated universally with minimal restriction. She stated that this result 
       occur due to the pragmatic reaction of purpose that appear when the child want something or 
       even  only  stating  ownership.  From  this  view,  level  of  comprehension  may  overlap  in  the 
       recognition  level,  since  distinguishing  appearance  and  comprehension  of  a  particular  object 
       would need a sufficient level of competence; thus rendering a rather subjective findings that 
       mostly acquired by using throughout observation. Another view that supports the need for further 
       consideration of this finding is that bilinguals living in the L1 environment spent more time 
       looking at the syntactically ambiguous sentence, since there are exposure to the L2 (Grosjean 
       and Li, 2013: 93). 
          This  research  also  originated  from  a  phenomenon  where  some  people  would  put  an 
       unexpectedly  extraordinary  effort  in  comprehending  something  they  believe  to  give  them 
       compensation; though apparently the compensation may also be in abstract forms. Nowadays, 
       the role of orthography has taken a major role in the language recognition, since almost every 
       single media presented is in form of grapheme that needs to be processed in order to generate the 
       meaning. Deducing the significance of these graphemes takes the research point way back into 
       the account of motivation factor, as every drives and motives anyone creates varies according to 
       their needs to fulfill the bodily tension. Decoding graphemes are also part of the language (or in 
       more specific example, word) recognition, so the strings of letters presented in the text may 
       suggest another intention for this research. 
       II. Review of Literatures 
          The relevant research that gives further thought of this topic is entitled “Socially Shared 
       Regulation of Motivation and Emotions in Collaborative Learning” by Hanna Jarvenoja that is 
       written in 2010, and published in University of Oulu. To her findings, the collaborative learning 
       is based upon social context; that the existence of motivation and emotions are observed through 
       group of students in their shared knowledge construction. They are using both individual self-
       regulation strategies and socially shared strategies to overcome socio-emotional challenges and 
       co-construct the situational motivation. Adaptive Instrument for Regulation of Emotions (AIRE) 
       on individual or group level is used to  enable them focusing the awareness to take charge; 
       whether to scaffold or covert their own motivation and emotional wellbeing. It comprises of four 
       interrelated sections with different focuses in students’ situation-specific goals, the type of socio-
       emotional situation the student has encountered within his or her group, the form of regulation 
       processes the student has employed either individually or jointly with his or her group members 
       in order to control his or her emotions and maintain motivation to work, and the metacognitive 
       reflection of goal attainment and group work. By using video records, interview, and applying 
       this AIRE upon the students, their main findings may be comprised that students experience a 
       variety of emotional and motivational challenges during learning. These challenges can be social 
       in nature. Though it is significantly emphasized upon social effects, this tool and its application 
       give  additional  perspective  to  consider  in  conducting  research  of  individual  subject  of  the 
       language recognition. The view of regulated motivation and emotion serves as the ground in 
       comprehending  distinctive  features  motivation  may  carry  upon  its  changes.  As  stated,  the 
       research also needs to consider real life context and the significance of pedagogical choices; in 
       this  case,  the  actual  applied  variable.  Furthermore,  information  processing  and  optimal 
       performance that is stated as additional point to pursue motivation and emotion may be observed 
       through linguistic competence and performance in language recognition. 
          On language recognition, there are several researches that rise on the concept of ASL 
       (Automatic  Sign  Language)  recognition.  But  fundamentally,  general  concept  of  language 
       recognition  in  accordance  to  motivation  will  take  different  method  and  findings.  Therefore, 
       similar research to this topic is written in 2007 by Margarita Kaushanskaya and Viorica Marian 
       entitled “Non-target-Language Recognition and Interference in Bilinguals: Evidence from Eye 
       Tracking and Picture Naming” that published in Northwestern University. Though their approach 
       took  on  the  sample  of  bilingual  participants  (thus,  includes  translation  to  the  analysis),  this 
       research applied eye movement for language recognition and picture naming in its production. 
       The method is using a classic model of PWI (Picture Word Interference) that is modified with 
       eye tracking; where the difference lies in spatial separation of the word stimulus and its picture. 
       In this eye movement pattern, they are using a distractor word to observe any delay occurred in 
       the reaction time. From the first experiment that related to recognition and orthography, they are 
       using variables such as speed of reading (total number of words in the passage/total time taken to 
       read  the  passage),  accuracy  of  reading  (total  number  of  errors  made  during  reading  of 
       passage/total number of words in the passage), and reading comprehension (number of multiple-
       choice  questions  answered  correctly  out  of  eight).  Through  these  variables,  differences  in 
       reaction time of eye movement are measured and suggested that the delayed recognition occurs 
       due to participants’ expectation; for the task played a role in the observed pattern of result. This 
       suggestion supports further notice that any findings in language recognition may well affected by 
       the participant state of mind. 
        
       III. Concepts of Motivation and Language Recognition 
          Motivation is an extended notion, which refers to the starting, controlling and upholding 
       of corporal and psychic activities. It is declared by inner processes and variables which are used 
       to explain behavioral changes. Motivations are commonly separated into two types; they are 
       drives that described as an act of motivation like thirst or hunger that have primarily biological 
       purposes,  and  motives  that  are  driven  by  primarily  social  and  psychological  mechanisms. 
       Motivation  is  an  interceding  variable,  which  means  that  it  is  a  variable  that  is  not  directly 
       observable.  Therefore,  in  order  to  study  motivation,  one  must  approach  it  through  variables 
       which  are  measurable  and  observable  in  terms  of  variation  (independent  variables),  and  in 
       indicators  of  behavior  (dependent  variables).  There  are  two  major  methodologies  used  to 
       manipulate drives and motives in experiments. They are stimulation through initiating motives 
       by aversive attractions like shocks, loud noise, heat, or activating drives which lead to positive