The “state” of L2 motivation in Japan:

When a state is not a state

Matthew AppleRitsumeikan UniversityDept of Communication

What is “motivation”?

DefinitionsWhat is “motivation”?

Definitions

“[M]otivation can be defined as the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritised, operationalised, and…acted out.”

(Dörnyei & Otto, 1998, p. 65)

What is “motivation”?

Definitions

Motivation explains …

- why a particular activity? - how long they will persist? - what effort they invest in it?

Definitions

Motivation explains …

- why? - how long? - how hard?

Definitions

Motivation explains …

- why? - how long? - how hard?

ChoicePersistenceEffort

Do your students have motivation?

Can you motivate students?

“How can I motivate my students to study English?”

“How can I motivate my students to study English?”

“How can I get my students do what I tell them?”

“How can I motivate my students to study English?”

“My students have no motivation.”

“How can I motivate my students to study English?”

“My students have no motivation.”

“My students have no motivation.”“My students are not motivated.”

“My students have no motivation.”“My students are not motivated.”

Is motivation something you can have or be?

Definitions

“[M]otivation can be defined as the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritised, operationalised, and…acted out.”

(Dörnyei & Otto, 1998, p. 65)

What is “motivation”?

Definitions

“[M]otivation can be defined as the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritised, operationalised, and…acted out.”

(Dörnyei & Otto, 1998, p. 65)

Motivation is not…

Motivation is not…but…

Motivation is not a state but a

dynamic cumulative active

process

Overview

1. Motivational Theories

2. Parameters and Changing Motivations

3. Aspects of Motivation in Japan

4. Implications

• Published in October 2013• Multilingual Matters

- E. Ushioda- K. Noels- T. Yashima- M. Apple, J. Falout, & G. Hill- H. Hayashi- R. Nishida- K. Irie & D. Brewster- S. Aubrey & A.G.P. Nowlan- Y. Munezane- T. Taguchi- M. Johnson- K. Kikuchi- J Lake- J. Falout, Y. Fukada, T. Murphey,

& T. Fukuda- R. Nitta- T. Hiromori- Y. Nakata

1. Motivational Theories

Expectancy-value

Goal

Socio-educational

Self-determination

Social psychological

Socio-dynamic

1. Motivational Theories

Expectancy-value

Goal

Socio-educational

Self-determination

Social psychological

Socio-dynamic

1. Motivational Theories

Socio-educational

Self-determination

Socio-dynamic

1. Motivational Theories

Socio-educational

Self-determination

Socio-dynamic

Integrative Desire to identifywith L2 society

- Friendship- New identity

Instrumental Desire to achieve apractical goal

- Pass a test- Get a job

1a. Socio-educational model

Integrative Desire to identifywith L2 society

- Friendship- New identity

Instrumental Desire to achieve apractical goal

- Pass a test- Get a job

1a. Socio-educational model

1a. Socio-educational model

(Gardner, 2002)

Integrative Desire to identifywith L2 society

- Friendship- New identity

Who is the “L2 society”?1a. Socio-educational model

International Posture

Interest in or favorable attitudes towards other cultures

The “L2 society” = “the world”?

(Yashima, 2002)

1a. Socio-educational model

International Posture

Interest in or favorable attitudes towards other cultures

Is there no value to rewards?1a. Socio-educational model

Instrumental Desire to achieve apractical goal

- Pass a test- Get a job

1. Motivational Theories

Socio-educational

Self-determination

Socio-dynamic

1. Motivational Theories

Socio-educational

Self-determination

Socio-dynamic

Intrinsic Needs to come from within

- Powerful- Successful over

long term

Extrinsic External to the learner

- Can be effective- Usually short

term

1b. Self-determination theory (Deci & Ryan, 1985)

Development of internalization of the autonomous self

Text

Text

Identified Regulation

TIntrinsic Motivation

Integrated Regulation

External Regulation

Amotivationt

Introjected Regulation

1b. Self-determination theory

(Ryan & Deci, 2002)

Motivation is related to:

1. Autonomy - capacity to choose to engage in – certain activities

2. Competence - ability to carry out an activity and to rise to a challenge

3. Relatedness - feeling of security between learner and others (family, friends, teacher,

classmates)

1b. Self-determination theory

“Motivational interventions” (or “strategies”)

1. Autonomy - capacity to choose to engage in – certain activities

2. Competence - ability to carry out an activity and to rise to a challenge

3. Relatedness - feeling of security between learner and others (family, friends, teacher,

classmates)

1b. Self-determination theory

1. Motivational Theories

Socio-educational

Self-determination

Socio-dynamic

1. Motivational Theories

Socio-educational

Self-determination

Socio-dynamic

1a. L2 Motivational Self System (Dörnyei, 2005, 2009)

Reconceptulization of integrativeness in terms of L2 self concept

• Ideal L2 Self

• Ought to L2 Self

• L2 learning experience

1a. L2 Motivational Self System (Dörnyei, 2005, 2009)

“Possible” or “imagined” selves

• Ideal L2 Self the self one desires to become

• Ought to L2 Self the self one is obliged to

become

• L2 learning experience situation-specific

1a. L2 Motivational Self System (Dörnyei, 2005, 2009)

“Self-congruency” - guides push us toward/away

• Ideal L2 Self the self one desires to become

• Ought to L2 Self the self one is obliged to

become

• L2 learning experience situation-specific

Promotion focus

Prevention focus

1a. L2 Motivational Self System (Dörnyei, 2005, 2009)

“Self-congruency” - guides push us toward/away

People are motivated to reduce the discrepancy between who they currently are and who they want to be / do not want to be (Higgins, 1987)

“Possible L2 selves” are not motivations, but motivators (self-guides, self-concepts)

1a. L2 Motivational Self System (Dörnyei, 2005, 2009)

“Self-congruency” - guides push us toward/away

People are motivated to reduce the discrepancy between who they currently are and who they want to be / do not want to be (Higgins, 1987)

Ideal L2 Self > Ought-to L2 Self

Motivation is:

1. Individualistic - dependent upon context triggered by specific events

2. Dynamic - in response to specific attractors part of a larger web of

connections both stable and unpredictable changeable over time

non-linear

1b. Person-in-situation/Dynamic systems

1. Motivational Theories

Socio-educational

Self-determination

Socio-dynamic

Which of these theories of motivations might help explain or fit your current classrooms?

2. Parameters and Changing motivations

From Elementary School to University

• Demotivation over time

• More prevalent among male students

• Introduction of English at primary school potential problem

Irie & BrewsterJohnsonNishida

2a. Initial motivation to demotivation

Parameters = systematic restrictions

• Mandatory content, not chosen by students

• Large class sizes vs. individual needs

• Failure = personal and public

• Exam/quiz-based assessments dominateNakata

2b. Curricular and classroom contexts

Six primary demotivating factors:1.Teachers2.Class 3.Experience of failure4.Class environment5.Learning materials6.Lack of goals/interest

Kikuchi

2c. What leads to “demotivation”?

3. Aspects of Motivation in JapanInternational posture and willingness to communicate

Ideal L2 Self and Ought-to L2 Self

Different motives at different times

3. Aspects of Motivation in JapanInternational posture and willingness to communicate

Ideal L2 Self and Ought-to L2 Self

Different motives at different times

- Willingness to communicate and International Posture predict motivation

- Interaction with foreigners enhances International Posture

- Use of L2 in projects (imagined community of practice) increases motivation

Yashima Nishida Aubrey & Nolan

3a. International posture and willingness to communicate

3. Aspects of Motivation in JapanInternational posture and willingness to communicate

Ideal L2 Self and Ought-to L2 Self

Different motives at different times

- Well-developed Ideal L2 Self leads to greater learning outcomes

- Clearly developed Ought-to L2 Self is also needed

- Ought-to L2 Self may be more pertinent than Ideal L2 Self for some learners

Apple, Falout, & Hill Irie & Brewster Munezane Taguchi

3b. Ideal L2 Self and Ought-to L2 Self

3. Aspects of Motivation in JapanInternational posture and willingness to communicate

Ideal L2 Self and Ought-to L2 Self

Different motives at different times

- Exam performance may be an alternative to international posture for short term

- Short-term goal setting and international contact can lead to long term motivation

- Motivational fluctuation may indicate student growth and learning

Hiromori Hayashi

Johnson Nitta

3c. Different motives at different times

3. Aspects of Motivation in JapanInternational posture and willingness to communicate

Ideal L2 Self and Ought-to L2 Self

Different motives at different times

4. Implications

“How can I motivate my students to study English?”

4a. “Motivational intervention”

Framework of “motivational teaching practice”

Creating the basic motivational conditions

Generating initial motivation

Maintaining and protecting motivation

Encouraging positive retrospective self-evaluation

Creating the basic motivational conditions

Generating initial motivation

Maintain & protecting motivation

Encouraging positive retrospective self evaluation

Dörnyei, 2001Dörnyei & Ushioda, 2011

4a. “Motivational conditions”

4b. “Motivational” strategies1. Set a personal example with your own behavior2. Create a pleasant, relaxed atmosphere in the classroom3. Present the tasks properly4. Develop a good relationship with the learners5. Increase the learners’ linguistic self-confidence6. Make the language classes interesting7. Promote learner autonomy8. Personalize the learning process9. Increase the learners’ goal-orientedness10. Familiarize learners with the target language culture

Dörnyei & Csizér, 1998

4b. “Motivational” strategies1. Set a personal example with your own behavior2. Create a pleasant, relaxed atmosphere in the classroom3. Present the tasks properly4. Develop a good relationship with the learners5. Increase the learners’ linguistic self-confidence6. Make the language classes interesting7. Promote learner autonomy8. Personalize the learning process9. Increase the learners’ goal-orientedness10. Familiarize learners with the target language culture

Dörnyei & Csizér, 1998

• 1. Make use of project-based learning• 2. Focus on ESP for future needs • 3. Introduce non-native English speakers• 4. Provide effective feedback• 5. First English teachers should be the best • trained teachers • 6. Become more aware of students’ motivation• 7. Make use of student reflection

4c. Pedagogical Implications

• 1. Make use of project-based learning• 2. Focus on ESP for future needs • 3. Introduce non-native English speakers• 4. Provide effective feedback• 5. First English teachers should be the best • trained teachers • 6. Become more aware of students’ motivation• 7. Make use of student reflection

4c. Pedagogical Implications

• 1. Make use of project-based learning• 2. Focus on ESP for future needs • 3. Introduce non-native English speakers• 4. Provide effective feedback• 5. First English teachers should be the best • trained teachers • 6. Become more aware of students’ motivation• 7. Make use of student reflection

4c. Pedagogical Implications

• 1. Make use of project-based learning• 2. Focus on English for Specific Purposes • 3. Introduce non-native English speakers• 4. Provide effective feedback• 5. First English teachers should be the best • trained teachers • 6. Become more aware of students’ motivation• 7. Make use of student reflection

4c. Pedagogical Implications

• 1. Make use of project-based learning• 2. Focus on ESP for future needs • 3. Introduce non-native English speakers• 4. Provide effective feedback• 5. First English teachers should be the best • trained teachers • 6. Become more aware of students’ motivation• 7. Make use of student reflection

4c. Pedagogical Implications

• 1. Make use of project-based learning• 2. Focus on ESP for future needs • 3. Introduce non-native English speakers• 4. Provide effective feedback• 5. First English teachers should be the best • trained teachers • 6. Become more aware of students’ motivation• 7. Make use of student reflection

4c. Pedagogical Implications

• 1. Make use of project-based learning• 2. Focus on ESP for future needs • 3. Introduce non-native English speakers• 4. Provide effective feedback• 5. First English teachers should be the best • trained teachers • 6. Become more aware of students’ motivation• 7. Make use of student reflection

4c. Pedagogical Implications

• 1. Make use of project-based learning• 2. Focus on ESP for future needs • 3. Introduce non-native English speakers• 4. Provide effective feedback• 5. First English teachers should be the best • trained teachers • 6. Become more aware of students’ motivation• 7. Make use of student reflection

4c. Pedagogical Implications

• 1. Make use of project-based learning• 2. Focus on ESP for future needs • 3. Introduce non-native English speakers• 4. Provide effective feedback• 5. First English teachers should be the best • trained teachers • 6. Become more aware that students’

motivation can change over time• 7. Make use of student reflection

4c. Pedagogical Implications

• 1. Make use of project-based learning• 2. Focus on ESP for future needs • 3. Introduce non-native English speakers• 4. Provide effective feedback• 5. First English teachers should be the best • trained teachers • 6. Become more aware of students’ motivation• 7. Make use of student reflection

4c. Pedagogical Implications

5. Final thoughts

5. Final thoughts

5. Final thoughts

5. Final thoughts

5. Final thoughts

5. Final thoughts

5. Final thoughts

5. Final thoughts

5. Final thoughts

The “state” of L2 motivation in Japan:

When a state is not a state

Matthew AppleRitsumeikan UniversityDept of Communication

Thank you!

L2 Selves and Motivations in Asian ContextsO. Takeuchi & M. Ueki (Japan)M. Gu & D. Qu (China - SAR Hong Kong)S.-A. Chen (China - Taiwan)I.-L. Chen & H.-T. Huang (China - Taiwan)R. Gonzales & M. Lopez (Philippines)Ö. Koçer (Turkey)S. M. Thang, P. Gobel, & S. Mori (Japan, Malaysia, Thailand, Taiwan)A. Padwod & K. Dixit (India)P. Dougherty (United Arab Emirates, Bangladesh)T.-Y. Kim (Korea)Q-M. Zhang (China)M. Lamb, S. P. Astuti, & N. Hadisantosa (Indonesia)

Fall 2015