Which comes first -

integration, participation or

motivation?

The contextThe context

The backgroundThe background

The activitiesThe activities

The theoretical underpinningThe theoretical underpinning

Key ingredient

MOTIVATIONMOTIVATION

Where does it come from?

the desire to succeed (in obtaining a Master’s)the desire to succeed (in obtaining a Master’s)

the likelihood of successthe likelihood of success

the ability to set reasonable goalsthe ability to set reasonable goals

a comfortable environment, physical and a comfortable environment, physical and mentalmental

interest in language and subject matterinterest in language and subject matter

What is needed?

reasonable language skills reasonable language skills

EAP classes and homeworkEAP classes and homework

participation and integration, and therefore - participation and integration, and therefore -

something more than classes and homeworksomething more than classes and homework

Low level – IELTS 5

What are the problems facing the student?What are the problems facing the student?

•Cannot (?) participate or integrateCannot (?) participate or integrate

•Cannot cope with the workCannot cope with the work

•Feels out of depthFeels out of depth

•Knows there is almost too much to doKnows there is almost too much to do

•Encounters cultural difficultiesEncounters cultural difficulties

•This may all lead to a lack of motivation.This may all lead to a lack of motivation.

The teacher’s job

Main task – motivate the studentMain task – motivate the student

Since prescribed materials may be too Since prescribed materials may be too difficult, difficult,

- design materials that are academically and - design materials that are academically and intellectually appropriate, yet using intellectually appropriate, yet using

relatively relatively simple English.simple English.

Create a comfortable environment.Create a comfortable environment.

Get out of the triangle!

From the horse’s mouth

““Why do Chinese students not integrate and find Why do Chinese students not integrate and find opportunities to use English, even though they opportunities to use English, even though they know it is beneficial to do so?”know it is beneficial to do so?”

““Students lack confidence and suffer anxiety for Students lack confidence and suffer anxiety for three main reasons.”three main reasons.”

““The east-west cultural divide may be the greatest The east-west cultural divide may be the greatest obstacle.”obstacle.”

(Wu Hanyan, 2010, M.Litt. Dissertation)(Wu Hanyan, 2010, M.Litt. Dissertation)

The underlying problem

Beyond EAP

Activities in class time, outside the classroom;Activities in class time, outside the classroom;

Extensive reading;Extensive reading;

Background knowledge and presentations;Background knowledge and presentations;

Activities outside class time.Activities outside class time.

Class Activities

Supermarket quiz;Supermarket quiz;

Visit to University Museum – history, quiz and Visit to University Museum – history, quiz and handling, with curator;handling, with curator;

Singing – especially seasonal and traditional;Singing – especially seasonal and traditional;

Craft – pottery, cookery;Craft – pottery, cookery;

Drama.Drama.

Extensive reading

Using graded readers. Students read a book Using graded readers. Students read a book each week and write a review. each week and write a review.

In some cases, this makes reading a pleasant In some cases, this makes reading a pleasant activity;activity;

Builds up schemata;Builds up schemata;

Can increase vocabulary.Can increase vocabulary.

Presentations – general interest

Students have a week to find out about a well-Students have a week to find out about a well-known person and give a short, informal known person and give a short, informal presentation.presentation.

The same activity can be used with well-known The same activity can be used with well-known places, in Britain or abroad.places, in Britain or abroad.

If it is working well, move on to literature. This If it is working well, move on to literature. This links with the extensive reading programme. links with the extensive reading programme.

Outside class timeCeilidh Ceilidh

Theatre tripTheatre trip

ConcertsConcerts

Cook/eat togetherCook/eat together

Meeting in small groups in the pub or café after Meeting in small groups in the pub or café after class – breaks down barriers, learn bar language, class – breaks down barriers, learn bar language, learn to chat. learn to chat.

Outcomes

Language learning is seen in a different light; Language learning is seen in a different light;

Relationship with teacher changes, and this Relationship with teacher changes, and this can improve atmosphere in classroom;can improve atmosphere in classroom;

Acquisition rather than learning;Acquisition rather than learning;

Encourages output;Encourages output;

Increases confidence.Increases confidence.

Theoretical backing

The output hypothesis (Swain, M. 1985, 1993)The output hypothesis (Swain, M. 1985, 1993)

The noticing hypothesis (The noticing hypothesis (Schmidt, 1990))Schmidt, 1990))

Motivation (Motivation (Dörnyei, Z. 1994, Dörnyei, Z. 1994, Gardner, R. Gardner, R. 1985)1985)

Output

Three functions of output in second language Three functions of output in second language learning:learning:

- hypothesis testing- hypothesis testing

- negotiating meaning- negotiating meaning

- noticing the gap- noticing the gap

Noticing

Paying attention to input is effective in Paying attention to input is effective in incidental learning. incidental learning.

Noticing and attending to a linguistic feature Noticing and attending to a linguistic feature in the input have facilitative effects for in the input have facilitative effects for conscious understanding. conscious understanding.

Noticing the gap between what the learner Noticing the gap between what the learner can say and what he wants to say.can say and what he wants to say.

References

Dornyei, Z. (1994) The Modern Language Journal, Vol. 78, No. 3 Dornyei, Z. (1994) The Modern Language Journal, Vol. 78, No. 3

Richards, J. C. ( 2008) Richards, J. C. ( 2008) Moving Beyond the Plateau - From Moving Beyond the Plateau - From Intermediate to Advanced Levels in Language LearningIntermediate to Advanced Levels in Language Learning. CUP. CUP

Schmitt, R. (1990) Schmitt, R. (1990) The Role of Consciousness in Second Language The Role of Consciousness in Second Language Learning. Learning. Applied linguistics 11 (2): 129-158. Applied linguistics 11 (2): 129-158.

Swain, M. (1985). Swain, M. (1985). Communicative competence: some roles of Communicative competence: some roles of comprehensible input and comprehensible output in its comprehensible input and comprehensible output in its development.development. in S.Gass & C.Madden (Eds.) in S.Gass & C.Madden (Eds.) Input in Second Input in Second Language AcquisitionLanguage Acquisition. (pp.235-253). Rowley, MA: Newbury House.. (pp.235-253). Rowley, MA: Newbury House.