Warwick Celte Research Circle Motivation Group 7nov2007
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Transcript of Warwick Celte Research Circle Motivation Group 7nov2007
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Overview of L2 Motivation
Mikio Iguchi (1st Year EdD student)
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Agenda
Purpose of today:
1.To give you a birds eye view of the history of L2
motivation, its features, and recent trends.2.To let you review on motivation in L2 learning as
language teachers.
3.To let you think, if you were to research on L2
motivation, what would be an interesting topic?
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Contents
1. Social Psychology (1960s onwards)1. Social Psychology (1960s onwards)
2. Cognitive Psychology (1980s2. Cognitive Psychology (1980s 1990s)1990s)
3. Educational Shift & Motivational Renaissance (1990s onwards)3. Educational Shift & Motivational Renaissance (1990s onwards)
4. Recent Research Trends (2000s onwards)4. Recent Research Trends (2000s onwards)
5. Educational Implications5. Educational Implications
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This presentation is mostly based on Drnyeis Attitudes, orientations, and motivations in
language learning: Advances in theory, research, and applications Language Learning 53 (S1):
3-32
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Motivation is, without question, the
most complex and challenging issue
facing teachers today. (Scheidecker
and Freeman 1999:116)
Foreword
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Introduction
There isnt much theory that provides an all-
round explanation of what we do and why.
(Drnyei 2003:1)
Motivation is a multifaceted construct, and theexact nature of the constituent components
activated in a particular situation depends greatly
on contextual factors.
(Drnyei 2003:1)
Although the importance of motivation in educationcannot be overlooked, its concept is inherentlyelusive.
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1.Integrative motivation: aim of learning is to learn about thelanguage group, or to meet more and different people from
the target language community, to the point of eventually
being accepted as a member of that group.
1. Social Psychology (1960s onwards)
Gardner and Lambert proposed integrative motivationand instrumental motivation from a socialpsychological point of view. (Gardner and Lambert1959, 1972)
2. Instrumental motivation: reasons of L2 learning reflect the
more utilitarian value of linguistic achievement, such as
benefiting in an occupation.
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Motiv
tion
roup
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1.1 Core Idea of Integrativeness
Integrative motivation: Psychological and emotional identification is in the core
idea. (Drnyei 2003:5-6)
Identity AsIdentity As--isis
Identity TIdentity T -- ee
Self-concept
Possible self
Ideal self
Possible self
Ideal self
Integrativeness is a process
What matters in integrative motivation is how oneperceives oneself, in other words, self-concept.
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Question1
Thought provoking questions.
What motivates your students to learn English in your
context? And why?
Thought provoking questions.
What motivates your students to learn English in your
context? And why?
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2. Cognitive Psychology (1980s 1990s)
Findings in cognitive psychology contributed to thefollowing theories in L2 motivation:
1. Self-determination theory
2.Attribution theory
3. Goal theory
4. Schumanns theory (based on neurobiological analysis)
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2.1 Self-determination Theory
1.Intrinsic motivation: an inner drive, impulse, emotion, or
desire that is derived from inner potentialities and latent
resources. e.g. learn L2 for its own sake
2. Extrinsic motivation: an inner drive, impulse, emotion, or
desire that is derived from other people, or the real world.e.g. learn L2 for money, prizes, grades, certain types of positive feedback
Intrinsically motivated activities are ones for which there is no apparent reward
except the activity itself. People seem to engage in the activities for their own
sake not because they lead to an extrinsic reward... Intrinsically motivated
behaviors are aimed at bringing about certain internally rewarding
consequences, namely, feelings of competence and self-determination. Deci
(1975:23)
Self-determination theory was addressed by Deci (1975), Deci& Ryan (1985) and became an influential idea.
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2.2 Attribution Theory
Future achievement effortsFuture achievement efforts
Past experiencePast experience
It was argued by
Weiner (1992) that the perceptionof past success and failure plays a vital role in
shaping ones L2 motivation.
It is generally believed that learners who attribute both success and failure to
internal factors such as effort are most likely to maintain their motivation at a
high level. Richards and Schmidt (2002: 38)
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Question2
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Thought provoking questions.
In what ways does past experience affect your students
motivation to learn English?
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2.4 Schumanns Theory
Schumanns theory tackled on L2 motivation fromneurobiological point of view. Stimulus appraisal
NoveltyNoveltyDegree of unexpectedness/familiarity
PleasantnessPleasantness attractiveness
Goal/need significanceGoal/need significanceWhether the stimulus is instrumental in satisfying
needs or achieving goals
Coping PotentialCoping PotentialWhether the individual expects to be able to cope
with the event
Self and social imageSelf and social imageWhether the event is compatible with social norms
and the individuals self-concept
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3. Educational Shift & MotivationalRenaissance (1990s onwards) I
n contrast to the macro perspective adopted withinthe framework of social psychology, microperspective was adopted within the new frameworkof educational psychology. Focus on classroom wasemphasized, which lead to research on L2
motivation based on situated approach.
Three directions within the educational and situated
approach:
1. Willingness to communicate (WTC)
2. Task motivation
3. Motivation and learning strategy use
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3.1 Willingness tocommunicate (WTC)
WTC is the readiness to enter into discourse at a
particular time with a specific person or persons,using a L2. MacIntyre, Clment, Drnyei, and Noels(1998:547)
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Factors that
support
WTC (LayerIII to VI)
It is WTC that directly
influences L2 use.
It is WTC that directly
influences L2 use.
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3.2 Task Motivation
Drnyei (2003) concludes that the study of task motivation is certainly one
of the most fruitful directions for future research.
Drnyei (2003) concludes that the study of task motivation is certainly one
of the most fruitful directions for future research.
ortunity
Task motivation makes it researchable for SLA
researchers to see how learners can be motivatedwhen they tackle tasks.
Taskprocessing
Task execution
Appraisal Action control
While learners are engaged in executing a task, they continuously appraise the
process, and when the ongoing monitoring reveals that progress is slowing, halting,or backsliding, they activate the action control system to save or enhance the
action. Drnyei (2003:16)
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Figure 2. Schematic representation
of the three mechanisms making up
the proposed task-processing system.Drnyei (2003:15)
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3.3 Motivation and LearningStrategy Use
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L2Motivation
Learning Strategy*Note that the preferred
term currently is Self-regulatory learning
Since the mid 1990s, researchers began to studythe interrelationship between L2 motivation andlanguage learning strategy.
most participants appeared to have great difficulty in discussing different
aspects of their metacognitive strategy use and conveyed a lack of sense of
control over their learning.Very little evidence was found of planning behavior
Williams, Burden, and Lanvers (2002:519)
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4. Recent Research Trends(mainly 2000s onwards)
Motivation began to be seen as dynamic andtemporal. Motivation evolves over time. (Williamsand Burden, 1997; Ushioda, 1994, 1996, 1998)
Process-oriented approach was adopted in L2motivation research (Drnyei and Ott, 1998;Drnyei 2001)
it accounts for ups and downs of motivation.Drnyei (2003:17)
Also, it should be noted that, the self-determinationtheory evolved to the popular concept of learnerautonomy. Its relation with motivation is gatheringattention. (Benson, 2000; Ushioda, 1996, 1998,
2007; Ehrman and Drnyei, 1998)19
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4.1 Process Model of L2 Motivation
Process model categorizes three types of motivation
according to the timing of learning stage. This isnot just limited within the classroom.
Choice
Motivation:
motivation is
generated andinitiated
ExecutiveMotivation:
ongoing
appraisal of the
students
progress andaction control
(self-regulation)
Motivational
Retrospection:
encouraging
self-evaluation
and even self-reflection
Preactional Stage Actional Stage Postactional Stage
Drnyei (2003: 19)
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Question3
Thought provoking questions.
1. (If you have taught English) What specific teaching
methodology actually motivated your learners to learnEnglish? Can you think of one?
OR
2. (If you have learned L2) What specific teaching
methodology actually motivated you to learn L2? Can
you think of one?
Thought provoking questions.
1. (If you have taught English) What specific teaching
methodology actually motivated your learners to learnEnglish? Can you think of one?
OR
2. (If you have learned L2) What specific teaching
methodology actually motivated you to learn L2? Can
you think of one?
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5. Educational Implications
As seen earlier, educational shift in L2 motivation
research enabled researchers to focus on micro-level classroom activities, and its learning process.There are three areas in which findings contribute toclassroom teaching.
1. Devising Motivational Strategies
2. Formulation of Self-motivating Strategies
3. Teacher Motivation
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5.1 Devising Motivational Strategies
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Focus on classroom situation made ways to develop
practical motivational strategies that can be appliedto generate and maintain L2 motivation. (Drnyei2003: 23-24) 1. Creating the basic motivational
conditions
2. Generating initial
motivation
3. Maintaining and
protecting motivation
4. Encouragingpositiveretrospectiveself-evaluation
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roup
! ! " -
! ! #
5.2 Formulation of Self-motivatingStrategies
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Formulation of self-motivating strategies was
proposed which enables L2 learners to take personalcontrol of the affective domains that shape L2motivation. (Drnyei 2003: 23, 25-26)
1. Commitment control strategies: for helping to preserve or increase learners
original goal commitment.
2. Metacognitive control strategies: for monitoring and controlling concentration
and for curtailing unnecessary procrastination.
3. Satiation control strategies: for eliminating boredom and adding extra attraction
or interest to the task.
4. Emotion control strategies: for managing disruptive emotional states or moods
and for generating emotions that will be conducive to implementing ones intentions.
5. Environmental control strategies: for eliminating negative environmental
influences and exploiting positive environmental influences by making the
environment an ally in the pursuit of a difficult goal.
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%roup
& ' ' ( -
& ' ' )
5.3 Teacher Motivation
The importance of teacher motivation isunquestionable, but little has been found.
Drnyei (2003) points out that there have been no attempts in the field to
compile a list of ways to motivate language teacher, even though a
scientifically validated list of this sort would predictably be very useful and
much sought after..
Drnyei (2003) points out that there have been no attempts in the field to
compile a list of ways to motivate language teacher, even though a
scientifically validated list of this sort would predictably be very useful and
much sought after..
Opportunity
The amount of L2 research on this issue is meager, and quite surprisingly,
teacher motivation is also a relatively uncharted area in educationalpsychology. Drnyei (2003: 26)
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Question4
Thought provoking questions.
What motivates you as a language teacher to teach Englishin your context? And why?
Note: This may be a sensitive issue, so if you are to
discuss this outside this room, please do not refer to
specific individual names. (NG: Mikio said he was notmotivated in teaching his student, when)
Thought provoking questions.
What motivates you as a language teacher to teach Englishin your context? And why?
Note: This may be a sensitive issue, so if you are to
discuss this outside this room, please do not refer to
specific individual names. (NG: Mikio said he was notmotivated in teaching his student, when)
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Summary
Social PsychologySocial Psychology
Cognitive PsychologyCognitive Psychology
Educational ShiftEducational Shift
1960s onwards
Macro perspective (correlation between individualsattitude and society.) Key figure: Robert Gardner, Wallace Lambert.
1980s 1990s Focus on individuals mental processes and representationof knowledge in mind.
1990s onwards Micro perspective (application of motivational psychologyto classroom teaching and learning.) Situated approach: focus on classroom. Key figure: Zoltn Drnyei
2000s onwards
Process-oriented approach. Motivation and autonomy.
I anticipate that the next decade will bring about a consolidation of the wide range of
new themes and theoretical orientations that have emerged in the past 10-15 years, and
that the often speculative theorizing will be grounded in solid research findings, from
both quantitative and qualitative research paradigms. Drnyei (2003: 27)
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RecentRecent
ResearchResearch
TrendsTrends
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Reference: Process Model of L2Motivation
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