This document discusses different approaches to researching motivation in second language acquisition. It covers three phases of research: the social psychological period from 1959-1990 characterized by Robert Gardner's work; the cognitive-situated period of the 1990s which expanded on Gardner's theory; and new approaches of the past decade focused on motivational change and identity. Both quantitative and qualitative research methods are discussed as well as mixed methods approaches that combine the two.
A typical school day routine involves waking up in the morning, getting ready with a shower, getting dressed, eating breakfast, brushing teeth, going to school for classes and lunch, returning home to do homework, having dinner, watching TV, and going to bed.
Attitudes and motivation toward learning l2 in internet based informal contextonaliza
A FULL THESIS ON ATTITUDES AND MOTIVATION TOWARD LEARNING A SECOND
LANGUAGE IN AN INTERNET-BASED INFORMAL CONTEXT:
PERCEPTIONS OF UNIVERSITY ESL STUDENTS
The document discusses different ways to express feelings in interactions such as happiness, pleasure, displeasure, sadness, pain, sympathy, likes, and dislikes. Examples are given for expressing each feeling, such as "I'm happy" for happiness, "That's great" for pleasure, "Oh no!" for displeasure, and "I'm so sorry to hear that" for sympathy. The purpose is to provide expressions to convey different emotions in social interactions and conversations.
Attitudes, motivation, and second language learningAlexis Viera
This meta-analysis examined the relationship between second language achievement and five attitudinal/motivational variables - integrativeness, attitudes toward learning situation, motivation, integrative orientation, and instrumental orientation - across 75 studies involving over 10,000 individuals. The analysis found that correlations between achievement and motivation were consistently higher than between achievement and the other variables. Neither availability of studies nor age of participants significantly impacted the relationships. The goal of the research was to analyze the importance of motivation on second language learning.
This document outlines a typical morning and school day routine, beginning with waking up, washing one's face and taking a shower, followed by drying and brushing hair, eating breakfast and brushing teeth, getting dressed, making the bed, going to school to study and eat lunch, returning home to do homework, eating dinner, taking a bath, and going to bed.
There are two main theoretical approaches to studying motivation in second language acquisition - the social psychological approach and the cognitive approach. The social psychological approach examines integrative motivation and instrumental motivation, and was pioneered by Robert Gardner through numerous empirical studies. It uses self-report questionnaire data correlated with language test performance. The cognitive approach examines intrinsic and extrinsic motivation and has studied Chinese students in the UK who were mainly extrinsically motivated to improve their careers. Both approaches aim to understand how individual differences in motivation influence outcomes in language learning.
This document discusses different approaches to researching motivation in second language acquisition. It covers three phases of research: the social psychological period from 1959-1990 characterized by Robert Gardner's work; the cognitive-situated period of the 1990s which expanded on Gardner's theory; and new approaches of the past decade focused on motivational change and identity. Both quantitative and qualitative research methods are discussed as well as mixed methods approaches that combine the two.
A typical school day routine involves waking up in the morning, getting ready with a shower, getting dressed, eating breakfast, brushing teeth, going to school for classes and lunch, returning home to do homework, having dinner, watching TV, and going to bed.
Attitudes and motivation toward learning l2 in internet based informal contextonaliza
A FULL THESIS ON ATTITUDES AND MOTIVATION TOWARD LEARNING A SECOND
LANGUAGE IN AN INTERNET-BASED INFORMAL CONTEXT:
PERCEPTIONS OF UNIVERSITY ESL STUDENTS
The document discusses different ways to express feelings in interactions such as happiness, pleasure, displeasure, sadness, pain, sympathy, likes, and dislikes. Examples are given for expressing each feeling, such as "I'm happy" for happiness, "That's great" for pleasure, "Oh no!" for displeasure, and "I'm so sorry to hear that" for sympathy. The purpose is to provide expressions to convey different emotions in social interactions and conversations.
Attitudes, motivation, and second language learningAlexis Viera
This meta-analysis examined the relationship between second language achievement and five attitudinal/motivational variables - integrativeness, attitudes toward learning situation, motivation, integrative orientation, and instrumental orientation - across 75 studies involving over 10,000 individuals. The analysis found that correlations between achievement and motivation were consistently higher than between achievement and the other variables. Neither availability of studies nor age of participants significantly impacted the relationships. The goal of the research was to analyze the importance of motivation on second language learning.
This document outlines a typical morning and school day routine, beginning with waking up, washing one's face and taking a shower, followed by drying and brushing hair, eating breakfast and brushing teeth, getting dressed, making the bed, going to school to study and eat lunch, returning home to do homework, eating dinner, taking a bath, and going to bed.
There are two main theoretical approaches to studying motivation in second language acquisition - the social psychological approach and the cognitive approach. The social psychological approach examines integrative motivation and instrumental motivation, and was pioneered by Robert Gardner through numerous empirical studies. It uses self-report questionnaire data correlated with language test performance. The cognitive approach examines intrinsic and extrinsic motivation and has studied Chinese students in the UK who were mainly extrinsically motivated to improve their careers. Both approaches aim to understand how individual differences in motivation influence outcomes in language learning.
The document summarizes a study that investigated the attitudes and motivation of Iranian high school students in learning English as a second language. The study found that while students overall had positive attitudes, female students had more positive attitudes than male students. It also found that male students were more instrumentally motivated while female students were more integratively motivated. Finally, the study found no significant differences in motivation orientation or attitudes between boys and girls.
Motivation is very important for any organization.Motivation helps a person to achieve the goal. Sometimes we lost our motivation, then the performance of the organization decrease. Some process or technique can be increase the motivation of an employee. In this presentation we will get a clear idea about motivation, why motivation decreases and how we increase motivation.
This document defines motivation and discusses intrinsic and extrinsic motivation in education. It defines motivation as stimulating behavior toward a goal. Intrinsic motivation comes from an inherently enjoyable activity itself, while extrinsic motivation involves external rewards separate from the activity's enjoyment. While extrinsic rewards can stimulate learning, overuse may undermine intrinsic motivation if students focus on the rewards rather than learning. The document examines different views of motivation and strategies teachers can use to motivate students intrinsically.
Motivation and attitudes towards learning englishjlps0601
This study investigated the motivation and attitudes of 81 male petroleum engineering undergraduates toward learning English at Hadhramout University of Sciences and Technology in Yemen. The results found that instrumental motivation, such as using English for career purposes, received the highest scores and was the primary motivation. Students had positive attitudes toward using English in Yemeni social and educational contexts but negative attitudes toward English-speaking cultures. The researchers concluded that instrumental motivation was the main driver and integration motivation had the least impact on students' English learning. However, the study was limited by only including male students. Future studies could use standardized tests and interviews with workplace English students to further understand motivation and attitudes.
The Chapter of Motivation in Public Administration HAFIZUDIN YAHAYA
This document discusses various motivation theories including Maslow's hierarchy of needs, Herzberg's two-factor theory, expectancy theory, and McGregor's theory X and theory Y. Maslow's hierarchy proposes that people are motivated to fulfill basic needs before moving to higher-level needs. Herzberg's two-factor theory separates motivators like achievement that drive satisfaction from hygiene factors like salary that prevent dissatisfaction. Expectancy theory states that motivation depends on an individual's perception of how their efforts link to performance and rewards. McGregor's theory X assumes people dislike work while theory Y assumes they can exercise self-direction.
The document discusses several factors that can affect second language learning, including intelligence, aptitude, personality, motivation, learner preferences/styles, and age of acquisition. Regarding intelligence, different types exist (e.g. linguistic, logical) and it may correlate more with rule-based learning than communicative skills. Aptitude predicts future achievement and includes abilities like sound identification and grammar rule inference. Personality's role is unclear but extroversion and risk-taking may help, while inhibition hinders pronunciation. Motivation can be intrinsic or extrinsic/instrumental, and identity/attitudes also influence learning. Learner styles include visual/auditory preferences and field independence/dependence in processing information.
The Sioux legend tells of the Creator gathering all of creation to hide something from humans until they are ready for it. It is the realization that humans create their own reality. Various animals offer to hide it, but the Creator rejects their suggestions. Grandmother Mole, who sees with spiritual eyes, suggests putting it inside humans. The Creator agrees, saying "It is done."
The document summarizes a study that investigated the attitudes and motivation of Iranian high school students in learning English as a second language. The study found that while students overall had positive attitudes, female students had more positive attitudes than male students. It also found that male students were more instrumentally motivated while female students were more integratively motivated. Finally, the study found no significant differences in motivation orientation or attitudes between boys and girls.
Motivation is very important for any organization.Motivation helps a person to achieve the goal. Sometimes we lost our motivation, then the performance of the organization decrease. Some process or technique can be increase the motivation of an employee. In this presentation we will get a clear idea about motivation, why motivation decreases and how we increase motivation.
This document defines motivation and discusses intrinsic and extrinsic motivation in education. It defines motivation as stimulating behavior toward a goal. Intrinsic motivation comes from an inherently enjoyable activity itself, while extrinsic motivation involves external rewards separate from the activity's enjoyment. While extrinsic rewards can stimulate learning, overuse may undermine intrinsic motivation if students focus on the rewards rather than learning. The document examines different views of motivation and strategies teachers can use to motivate students intrinsically.
Motivation and attitudes towards learning englishjlps0601
This study investigated the motivation and attitudes of 81 male petroleum engineering undergraduates toward learning English at Hadhramout University of Sciences and Technology in Yemen. The results found that instrumental motivation, such as using English for career purposes, received the highest scores and was the primary motivation. Students had positive attitudes toward using English in Yemeni social and educational contexts but negative attitudes toward English-speaking cultures. The researchers concluded that instrumental motivation was the main driver and integration motivation had the least impact on students' English learning. However, the study was limited by only including male students. Future studies could use standardized tests and interviews with workplace English students to further understand motivation and attitudes.
The Chapter of Motivation in Public Administration HAFIZUDIN YAHAYA
This document discusses various motivation theories including Maslow's hierarchy of needs, Herzberg's two-factor theory, expectancy theory, and McGregor's theory X and theory Y. Maslow's hierarchy proposes that people are motivated to fulfill basic needs before moving to higher-level needs. Herzberg's two-factor theory separates motivators like achievement that drive satisfaction from hygiene factors like salary that prevent dissatisfaction. Expectancy theory states that motivation depends on an individual's perception of how their efforts link to performance and rewards. McGregor's theory X assumes people dislike work while theory Y assumes they can exercise self-direction.
The document discusses several factors that can affect second language learning, including intelligence, aptitude, personality, motivation, learner preferences/styles, and age of acquisition. Regarding intelligence, different types exist (e.g. linguistic, logical) and it may correlate more with rule-based learning than communicative skills. Aptitude predicts future achievement and includes abilities like sound identification and grammar rule inference. Personality's role is unclear but extroversion and risk-taking may help, while inhibition hinders pronunciation. Motivation can be intrinsic or extrinsic/instrumental, and identity/attitudes also influence learning. Learner styles include visual/auditory preferences and field independence/dependence in processing information.
The Sioux legend tells of the Creator gathering all of creation to hide something from humans until they are ready for it. It is the realization that humans create their own reality. Various animals offer to hide it, but the Creator rejects their suggestions. Grandmother Mole, who sees with spiritual eyes, suggests putting it inside humans. The Creator agrees, saying "It is done."