Warwick Celte Research Circle Motivation Group 7nov2007

8/6/2019 Warwick Celte Research Circle Motivation Group 7nov2007

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Motivation Group 2007-2008

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 Group 2007-2008 4

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

-

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?


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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Motivtion

roup

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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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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


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?


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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Motivtion

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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Motiv$tion

%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


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)


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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Documents

Warwick Celte Research Circle Motivation Group 7nov2007