Emotive variables presentation

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Emotive variables presentation

  1. 1. Emotive Variables in Motivation:A case study<br />Jason Stayanchi and Mary Hillis<br />JALT CUE 2011<br />
  2. 2. Background<br /><ul><li>Second year Japanese university students
  3. 3. Content based course
  4. 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. 5. Method & study<br /><ul><li>Two questionnaires
  6. 6. Focus on one student </li></li></ul><li>Questionnaire 1<br /><ul><li>6 open-ended questions
  7. 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. 8. Questionnaire 2 <br /><ul><li>9 open-ended questions
  9. 9. Student motivation, learner beliefs, and </li></ul>meta-cognitive awareness<br />
  10. 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. 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. 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. 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. 14. and questionnaire 2<br />How do you feel about your performance with the word card program? <br />nothing. <br />
  15. 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. 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. 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. 18. What is the biggest obstacle in motivating yourself to learn vocabulary? <br />tiresome<br />
  19. 19. Follow up interview<br /><ul><li>Lack of sleep and stress
  20. 20. Upcoming tests, presentations, paper
  21. 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. 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. 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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