Topic 6 and 7 about motivatin in second language acquisition

Topic 6 and 7 about motivatin in second language acquisition

1. Topic 6 & 7: Motivation in SLA TSLB3103 SLA

2. What is motivation? What are different types of motivation? How does motivation affect language learning? How does motivation affect classroom practice

3. What is Motivation Gardner (1985, p.50): “Motivation involves 4 aspects; a goal, effortful behaviour , a desire to attain the goal and favourable attitudes towards the activity in question” Skehan (1989): Motivation is the 2 nd strongest predictor of success after aptitude. Effort consists of a few factors i.e inherent need to achieve, good study habits & a desire to please a teacher / parent.

4. Gardner’s Motivation Theory Also known as Gardner’s Socio-educational model. It incorporates an attitudinal dimension. There are 2 types of attitudinally based orientation: Integrative Instrumental

5. Integrative motivation Integrative orientation – characterised by positive attitudes towards the target language & its way of life. Integration comes into play when the L2 learner aspires to become integrated in some sense with the community that uses the target language Garder (2001:5) – integrativeness refers to the desire to learn a language in order to come closer to the other language community – has become a central concept in language learner motivation. It is influential in theory, research & teaching methodology and materials

6. Gardner’s socio-educational model of SLA (1985): learners who had the characteristic of integrativeness were said to have an integrative orientation / goal towards learning the target language, favourable attitudes towards the language community and the general openness towards other groups in general (Lamb, 2004) The concept of Integration: - refers to one’s disposition towards the L2 group & the extent to which one wishes to interact with & become similar to the L2 group

7. Instrumental motivation Instrumental Motivation” Refers to a utilitarian (useful / practical) goal e.g obtaining a job Instrumental Orientation – characterised by the desire to obtain something practical by learning the L2. This typically the case when there is little opportunity for the L2 learners to socially interact with the target language community & when the L2 classroom is remote from the country where the L2 is spoken Typically the learners’ purpose for learning the L2 is not for long-term integration but has a more practical, short-term goals e.g for study requirements at university, university entrance ( in Japan), applying for a job, gaining access to material in the L2.

8. Studies show that both Integrative & Instrumental exist together, e.g a foreign student studying in the USA, learns English for both academic & social purposes In reality, there are multiple reasons why people learn a 2 nd / 3 rd language. These reasons don’t necessarily fit into Gardner’s framework Thus a recent version of the socio-educational model / approach to language learning has 3 variables: Integrativeness – level of identification with the target language Attitudes – towards the target language & culture Motivation – effort made to learn the target language, desire to achieve intended goal & positive affect towards learning.

9. According to Gardner (2001a): Motivation is the most critical factor in the socio-educational model / approach. The other 2 variables’ role is supportive Integratively motivated L2 learners are the most successful including in the acquisition of native-like pronunciation

10. Intrinsic Motivation Occurs when the learning activity & the learning environment elicit motivation in the learner Teachers don’t motivate students but through their teaching create opportunities that can evoke motivation in students

11. Circumstances - Conditions that trigger Intrinsic Motivation When the: Purpose of learning is meaningful to learner learning delivery is meaningful to learner Learning is perceived by learner as in itself of importance Learning gives the sense of achieving valued accomplishments Learning helps the learner in the process of integrating themselves with a wider community Learning helps to promote self-awareness

12. Extrinsic Motivation Motivation deriving from outside regulation Related to the context of ‘rewards’ & ‘punishments’ – parental encouragement & pressure

13. Intrinsic & Extrinsic Motivation Intrinsic motivation = learner autonomy i.e successful L2 learners are those who take responsibility for their own learning Ema Ushioda (2005): Autonomous learners = self-motivated learners Self-motivation is when learners develop the capacity & the will cope with setbacks & challenges A learner will not learn how to regulate his motivation unless he wants to and until he sees himself as the agent of his learning

14. Intrinsic & Extrinsic Motivation Extrinsic Motivation Often regarded as not related to learner’s capacity to develop self-determination / independent thinking External in nature i.e motivation coming from external sources such as rewards / threats Introjected i.e externally imposed rules that the student accepts as norms that he should follow so as not to feel guilty A kind of regulation with which the student has ‘identified’ i.e engaging in an activity because he highly values & identifies with the behaviour & sees its usefulness

15. Intrinsic & Extrinsic Motivation When the only reason for learning the L2 is to gain something outside the activity itself such as ………………, Motivation is likely to be Extrinsic / Instrumental When the reason for learning the L2 is to enable one to communicate with the target language community, Motivation is likely to be Intrinsic / Integrative

16. Intrinsic & Extrinsic Motivation Dichotomy Intrinsic VS Extrinsic Preference for challenge VS Preference for easy work Curiosity / Interest Pleasing a teacher / getting grades Independent mastery Dependence on teacher in figuring out problems Independent judgement Reliance on teacher’s judgement about what to do Internal criteria for success External criteria for success

17. Summary:Types of Motivation Integrative : the desire to ‘come closer’ to the target language community Instrumental: the desire to get something practical out of second language learning Intrinsic : being motivated by the learning situation itself Extrinsic: being motivated by rewards & punishments from others 5. Assimilative: 6. Amotivation : lack of motivation 7. Demotivation : caused by conflict, resentment & disaffection

18. Assimilative Motivation Definition: A desire for complete assimilation (absorption)to the target culture. This entails becoming indistinguishable (not different / distinct) from the culture’s native speakers & one of the most powerful motivation for language learning . Largely responsible for the development of native-like speech in L1 & L2 Assimilative motivation is involved in Early Bilingual development, studies of dialect acquisition, bilingual immersion programmes & studies of language pidginization Without assimilative motivation, learners are not like to acquire all the characteristics of native-like speech

19. Demotivation In a situation where the learners are convinced of their correctness, their own perspectives & their rights are equal to the system regulating the learning institution; the promise of rewards / the threats of punishments may not yield a positive results as far as SLA is concerned. In fact, this situation may lead to conflict & resentment – in other words - demotivation

20. Teachers’ dilema : There is nothing teachers can do if learners have little interest to learn the L2 Teachers perceive motivation as being determined by learners’ initial orientation Is it really a lost cause if learners are unmotivated to learn the L2?

21. Research shows that, motivation level may change according to circumstance. Cook, V (2008): a particular exercise, topic, song may interest the students in the class, to the teacher’s delight …. Motivation in this sense is a short-term affair from moment to moment Teachers can promote & sustain higher motivation levels by helping learners identify short-term goals, reflect on own progress & achievements. Research show that, a number social and interpersonal factors within the learning situation, such as teaching styles, intergroup relations & group cohesiveness had a significant impact on students’ changing desire to learn Q. What practical things can teachers do in the classroom to increase / sustain learners’ motivation?

22. Research show that there is an interaction between social factors ( e.g group dynamics, learning environment & partner’s motivation) and the L2 learner’s attitude, effort, classroom behaviour & achievement

23. Factors influencing Motivation & personality variables Personality attributes are associated wth successful acquisition of L2 Successful ss may display characteristics such as extrovert, self-confident, active, independent Unsuccessful ss frequently demonstrate lack of confidence, shy, afraid to express opinions & nervous Ss who adopt a more flexible attitude towards learning the L2 - have greater chance of success Personal motifs like fear, anxiety may inhibit progress in L2 Judgements from classmates can be harmful, destroy self-belief on one’s ability Fear of negative evaluation – inhibit / distract learners from learning the L2

24. People who feel helpless i.e have no control over their actions & see intelligence as being unchangeable i.e failure due to lack of ability – unsuccessful learners Learners’ feelings of competence, displaying no signs of inhibition, eager to take risks, not afraid of making mistakes – affective filter is low, can grasps as much comprehensible input provided – mastery oriented. These learners see failure – lack of effort so, seek to improve performance