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Emotive variables presentation
Emotive variables presentation
Emotive variables presentation
Emotive variables presentation
Emotive variables presentation
Emotive variables presentation
Emotive variables presentation
Emotive variables presentation
Emotive variables presentation
Emotive variables presentation
Emotive variables presentation
Emotive variables presentation
Emotive variables presentation
Emotive variables presentation
Emotive variables presentation
Emotive variables presentation
Emotive variables presentation
Emotive variables presentation
Emotive variables presentation
Emotive variables presentation
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Emotive variables presentation

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  • 1. Emotive Variables in Motivation:A case study<br />Jason Stayanchi and Mary Hillis<br />JALT CUE 2011<br />
  • 2. Background<br /><ul><li>Second year Japanese university students
  • 3. Content based course
  • 4. Vocabulary learning component (Nation 2001) </li></li></ul><li>Framework<br />Emotion of the language learner: <br /> So and Dominguez (in Benson & Nunan, 2005)<br />Block (2007)<br />
  • 5. Method & study<br /><ul><li>Two questionnaires
  • 6. Focus on one student </li></li></ul><li>Questionnaire 1<br /><ul><li>6 open-ended questions
  • 7. Perceptions of the vocabulary learning program</li></li></ul><li>Questionnaire 1<br />1. Describe the methods you used to memorize each word.<br />2. Was this program effective for you? Why or why not?<br />3. If you could add or change anything about the program, what would it be and why?<br />4. Did the words you studied show up in other classes or books? How often?<br />5. On a scale of 1-5 (5 being the highest), how much effort did you put into learning vocabulary words?<br />6. Do you think this method is good for learning vocabulary? Would you use it for other classes? <br />
  • 8. Questionnaire 2 <br /><ul><li>9 open-ended questions
  • 9. Student motivation, learner beliefs, and </li></ul>meta-cognitive awareness<br />
  • 10. Questionnaire 2<br />1. What do you find motivating or not about this vocabulary program?<br />2. What do you find motivating or not about this class as compared to others?<br />3. How do you feel about your performance with the word card program?<br />4. If you had the chance to study more, do you feel your overall language skills would have improved? What are some reasons you were or weren’t able to study more? <br />5. Do you consider yourself a highly, average, or lowly motivated person? Do you believe you have the ability to motivate yourself or do you need others to motivate you? <br />
  • 11. Questionnaire 2<br />6. If you forgot to bring your word cards or did not make your word cards, did you feel you were hurting the class? Did this affect the way you studied? <br />7. What is the biggest obstacle in motivating yourself to learn vocabulary?<br />8. What does it mean to master English for you? What is the biggest obstacle to overcome?<br />9. What strategies are effective for learning English? Do you think they would be effective for other people? Where did you learn these strategies? <br />
  • 12. Compare questionnaire 1<br />Was the program effective for you? Why or why not? <br />Yes. Because in fact, I’ve been wanted to read “the little prince,” but I had no chance. However, I could read it in this class. Lucky me  <br />
  • 13. On a scale from 1-5 (5 being the highest), how much effort did you put into learning the words? <br />3.5 I couldn’t remember every words.  <br />
  • 14. and questionnaire 2<br />How do you feel about your performance with the word card program? <br />nothing. <br />
  • 15. What do you find motivating or not about this class as compared to others? (Questionnaire 2) <br />sometimes I have no motivation and it’s also said in other class. <br />
  • 16. Do you consider yourself a highly, average, or lowly motivated person? Do you believe you have the ability to motivate yourself or do you need others to motivate you? <br />low-motivated person. I believe I have the ability to motivate myself. <br />
  • 17. If you forgot to bring your word cards or did not make your word cards, did you feel you were hurting the class? Did this affect the way you studied?<br />no. no.<br />
  • 18. What is the biggest obstacle in motivating yourself to learn vocabulary? <br />tiresome<br />
  • 19. Follow up interview<br /><ul><li>Lack of sleep and stress
  • 20. Upcoming tests, presentations, paper
  • 21. Commitments to family and work</li></li></ul><li>Conclusion<br />Emotion<br />Sleep Deprivation (Carpenter 2001)<br />Emotional control strategies (Dornyei 2005)<br />Considerations for teachers and researchers <br />
  • 22. references<br />Block, D. (2007). Second Language Identities. London: Continuum International Group Ltd. <br />Carpenter, Siri. (2001). Sleep deprivation may be undermining teen’s health. Monitor on Psychology. Vol. 32. No. 9. <br />Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.<br />Nation, I.S.P. (2001). Learning vocabulary in another language. New York, NY: Cambridge University Press.<br />So, S. & Dominguez, R. (2005). Emotion processes in second language acquisition. In P. Benson & D. Nunan (eds.), Learners’ stories: Differences and diversity in language learning (pp. 42-55). Cambridge University Press. <br />
  • 23. Emotive Variables in Motivation:A case study<br />Jason Stayanchi<br />Mary Hillis<br />JALT CUE 2011: Foreign Language Motivation in Japan<br />

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