The document discusses motivation as an important factor in second language (L2) learning. There are two main types of motivation: integrative motivation, which reflects a learner's interest and identification with the target language culture; and instrumental motivation, which concerns practical benefits like career advancement. Research has found that both types can positively influence L2 learning outcomes, and a lack of either type can hinder learning. The document also outlines several strategies teachers can use to motivate L2 learners, such as making lessons interesting and relevant, setting clear yet challenging goals, incorporating group work, and introducing cultural aspects of the target language.
The Role of Learning Styles, Learning Strategies for ELLsLucero Munoz
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Research has shown over the last decades that when teachers acknowledge students learning styles and learning strategies, they improve their academic skills. The role of the teacher is to enhance this process using multiple teaching strategies. These three variables become interrelated, especially when teachers want to improve English language learnersā performance.
Language Motivation: From the Theoretical to the PracticalMatthew Apple
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Invited talk given at the J-LET (Japan Language Education and Technology) Methodology SIG 3rd Research meeting, Kansai University (Umeda Campus), 10 Dec 2016.
The Role of Learning Styles, Learning Strategies for ELLsLucero Munoz
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Research has shown over the last decades that when teachers acknowledge students learning styles and learning strategies, they improve their academic skills. The role of the teacher is to enhance this process using multiple teaching strategies. These three variables become interrelated, especially when teachers want to improve English language learnersā performance.
Language Motivation: From the Theoretical to the PracticalMatthew Apple
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Invited talk given at the J-LET (Japan Language Education and Technology) Methodology SIG 3rd Research meeting, Kansai University (Umeda Campus), 10 Dec 2016.
A Computational Model of Staged Language AcquisitionKris Jack
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This presentation was given at the Neurospin Center, CEA, Paris, France in 2009.
It describes the main threads from my PhD thesis on the Computational Modelling of Staged Language Acquisition. Results from conducting symbolic simulations of language acquisition suggest that several modular, interconnected language acquisition devices may be at work in children's brains.
This power point presentation was created by Myself using various references in internet (references are mentioned in slides to help you create your own) for the "partial fulfillment of Bachelors Degree of Computer Science and Information
Technology" from Tribhuvan University.
This lecture provides a general feedback to the concept of error analysis and the stages of conducting error analysis, and the sources of errors. ..etc.
Types of errors
Among the most frequent sources of errors Brown counts
(1) interlingual transfer,
(2) intralingual transfer,
(3) context of learning,
and (4) various communication strategies the learners use
Compare and contrast the following exchange rate systems A. f.docxdonnajames55
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Compare and contrast the following exchange rate systems:
A. fixed exchange rate system
B. floating exchange rate system
C. pegged exchange rate system
Second Language Acquisition in Adults: From Research to Practice
Donna Moss, National Center for ESL Literacy Education
Lauren Ross-Feldman, Georgetown University
December, 2003
Second language acquisition (SLA) is the study of how second languages are learned and the factors that influence the process. SLA researchers examine how communicative competence-the ability to interpret the underlying meaning of a message, understand cultural references, use strategies to keep communication from breaking down, and apply the rules of grammar-develops in a second language (Savignon, 1997). They also study nonlinguistic influences on SLA such as age, anxiety, and motivation. (See Ellis, 1997; Gass & Selinker, 2001; & Pica, 2002 for extensive discussions of SLA theory and research.)
Little research has been conducted on SLA with English language learners in adult education contexts. The complexities of adult English as a second language (ESL) instruction make research in this field challenging. Investigating issues of culture, language, and education and tracking learner progress over time are not easy when complicated by diverse and mobile learner populations and varied learning contexts (e.g., workplace classes, general ESL classes, family literacy classes). However, knowing about the SLA research that has been conducted can be helpful to adult ESL teachers because the findings may be applicable to their populations and contexts.
The purpose of this Q&A is to show how SLA research can inform adult ESL instruction. Research in three areas of second language acquisition are discussed: (1) the effect of learner motivation, (2) the role of interaction, and (3) the role of vocabulary. The research presented here includes experimental, correlational, and descriptive studies, as well as theoretical CAEarticles that analyze the results of other research.
What does research say about learner motivation in SLA?
Motivation has been a focus of SLA research for many years. Dornyei, (2002a, p. 8) identifies motivation as "why people decide to do something, how long they are willing to sustain the activity [and] how hard they are going to pursue it." Linguist Robert Gardner (1985; Masgoret & Gardner, 2003) examined factors that affected French- and English-speaking Canadians learning the language of the other community. His studies support the theory that integrative motivation (wanting to learn a language in order to identify with the community that speaks the language) promotes SLA. This motivation seems to promote SLA regardless of the age of the learner or whether the language is being learned as a second or foreign language. Even if individuals do not have this positive attitude toward learning the language, they may have instrumental motivation-that is, they may want to learn the language to meet thei.
Immersion teaching is the teaching of a foreign language as the medium of instruction (Davies, 1999). It is a category within bilingual education (Citation, 2010). This teaching method originated in Canada in 1960s. The thesis reviews on some scholarās study in immersion teaching and second language acquisition so as to make us have a more full understanding to immersion teaching. This study is good for us English majors but also good for children to learn language.
Motivation in the Attainment of Proficiency in English Universidad de Guayaquilinventionjournals
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Indeed, experts from all academic spheres, that is, developers of curriculum material, researchers and tutors, are of the opinion that student motivation is a key component in the gaining linguistic skill in foreign languages. This concept is known to possess a certain degree of complexity as one would be required to employ the use of several respectable disciplines in order to acquire a comprehensive understanding of all its aspects. That the impact that motivation has on the attainment of L2 is one of the principal subjects of discussion in linguistic quarters should go without saying. Therefore, the following study shall seek to expound on the role that motivation, together with attitude, has to play in oneās ability to learn English. In accordance with findings from this particular study, it can be deduced that oneās level of motivation is a key determinant in process of language acquisition. It has also been found to have an indirect impact on the degree of oneās expertise in speaking the foreign language. This article shall discuss an empirical study whose basis lies in findings from a questionnaire issued by the research team. This study involved 310 participants selected uniformly at the University of Guayaquil. Findings from the research undertaken suggest that the majority of individuals prefer tutelage in English when the teaching sessions also entail āinformal learning situationsā instead of the conventional, or rather, āclassicā learning situations that involve reading and writing. Therefore, it can be said that the more practical/āinformalā a tutelage session is, the higher the level of student motivation to learn English as an L2 at the University of Guayaquil. It can also be argued that a studentās attitude (Uribe et al., 2008) directly correlates to his/her commitment to learning English regardless of oneās duration of exposure to the language
The task-based Language teaching is the teaching theory put forward by foreign language teaching method researchers on the basis of the large quantity of studies and practice in the 1980s. It advocates learning from ādoing-itā and the interactive learning styles: learning from experiencing, practicing, participating, communicating and cooperating. The national New Standard for English Curriculum advocates the implementing of TBLT in Junior High School in China. At present, many scholars have investigated the application in terms of teaching of reading, writing and so on, but only a few have involved the study about the application of TBLT in oral English teaching. Through the analysis of the present situation of oral English teaching in Junior High School in China, this thesis aims to solve the teaching problems by applying TBLT to oral English teaching on the basis of the previous study.
Motivational factors in learning an L2. A study on intrinsic/extrinsic motiva...Jorge Gabriel Berges-PuyĆ³
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The aim of this study was to explore intrinsic and extrinsic motivations toward learning Spanish, French, and Mandarin as foreign languages. Also, this study investigates which are the main factors that influence the learnersā motivation of the L2, focusing on two specific aspects within the classroom: the materials used in this learning process and the teacherās behaviors. A sample of 173 high school L2 students (9-12) was selected. The results showed that among the top 10 reasons that justified their L2 learning process, 6 were based on intrinsic factors and 4 on extrinsic ones. Also, these results showed that the most preferred materials by the students to learn are those related to audio-visual resources. Lastly, regarding the teachersā motivational practices, the results showed that learners value as the most important motivational factors some teacherās personality traits.
Brief comparison of classroom teaching methodologies
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Motivation Factor on L2 Learning
1. 1
Motivation Factor on L2 Learning
L2 motivation research is characterised by a well-articulated and theoretically
explicit position right from the start (Dornyei and Skehan, cited in Doughty and
Long, 2003, p.613f). So there is a need to go through the research findings so as to
inform our teaching practices.
First of all, I would like to summarise the influence of motivation factor on L2
learning.
According to Lightbown and Spada (2001), motivation to learn is also important
determining factor in both rate of learning and eventual success in learning (p.42f).
Cook (1991, 1996) states that motivation in L2 learning involves two types of
favourable motivation: integrative and instrumental motivation. The integrative
motivation reflects whether the student identifies with the target culture and people
in some sense, or rejects them. The more that a student admires the target culture---
reads its literature, visits it on holiday, looks for opportunities to practise the
language, and so on---the more successful the student will be in the L2 classroom
(p.97f). Gardner and Lambert hypothesised that an integratively oriented learner
would be better in the long run for sustaining the drive necessary to master the L2
(cited in Larsen-Freeman and Long, 1991, p.173f). Dornyei (1990) found that an
instrumental motivation concerned with future careers was very powerful (p.98f).
2. 2
Dulay, Burt and Krashen (1982) claim that integrative motivation and instrumental
motivation have been observed to affect second language learning (p.71f). Their
investigations demonstrated in situations where the practical value of the second
language is high, and frequent use of the second language is available and necessary,
instrumental motivation may be a powerful spur toward second language proficiency
(p.48f). Gardner and MacIntyre assert that both instrumentally motivated and
integratively motivated subjects learned better than subjects not so motivated and
that both integrative and instrumental motivations can influence second language
learning (cited in Brown and Gonzo, 1995, p.219f and p.221f).
Cook (1991, 1996) illustrates the relationship between motivation and L2 learning as
follows (p.100f):
ļ· Both integrative and instrumental motivations may lead to success, but lack
of either causes problems.
ļ· Motivation in this sense has great inertia.
ļ· Short-term motivation towards the day-to-day activities in the classroom and
general motivations for classroom learning are also important.
Based on the theoretical underpinnings for the motivation factor in L2 learning, I
would now address the classroom strategies and activities that can motivate L2
learners to learn L2.
3. 3
Cook (1991, 1996) asserts that hight motivation is one factor that causes successful
learning; successful learning, however, may cause high motivation. The latter
process of creating successful learning which can spur high motivation may be under
the teacherās control, if not the former (p.99f). This means that the teacher can be in
a position to control L2 learnersā language development.
As suggested by Lightbown and Spada (2001), L2 teachers can make a positive
contributions to learnersā motivation to learn L2 if L2 teachers can make learners
enjoy coming to the classroom. This can be achieved by making the content
interesting and relevant to L2 learnersā age and level of ability, by setting the
learning goals challenging yet manageable and clear, and by making the teaching
environment supportive and non-threatening (p.34f).
Pedagogical practices motivating learners to learn L2 can be either motivating
students into the lesson, or varying the activities, tasks, and materials, or using co-
operative rather than competitive goals (Crookes and Schmidt, 1991, cited in
Candlin and Mercer, 2001, p.34f).
Teaching materials can also motivate L2 learners to learn L2. For example, L2
teachers could use Stevick (1971)ās five types of reward that could be built into
materials and would encourage students to persevere and succeed:
1) Relevance---of the content to the studentsā own language needs;
2) Completeness---inclusion of all the language necessary for the stated
aims of the course;
3) Authenticity---both linguistic and cultural;
4. 4
4) Satisfaction---the student should leave each lesson feeling he has
benefited more than simply progressed;
5) Immediacy---the student should be able to use the material straight
away.
(cited in Johnson, K. and Johnson, H., 1998, 1999, p.224)
Cook (1991, 1996) holds the same view that the choice of teaching materials and the
information content of the lesson, for example, should correspond to the motivations
of the students (p.99f). This tells us that L2 teachers should strive to recognise
variety and nature of motivations and work with learner motivation in materials and
content (p.99f).
I personally believe that Dornyei (1994)ās list of strategies in planning motivational
elements can be included in L2 teaching. One of Dornyeiās strategies is to develop
learnersā instrumental motivation i.e. L2 teachers can discuss the role L2 plays in the
world and its potential usefulness both for themselves and their community (p.281f).
In my teaching practice, I usually introduce the target culture and people to L2
learners as part of the classroom activities. I find this practice can arouse learnersā
interest in L2 as such content of teaching can motivate L2 learners to learn L2. Apart
from this, I always motivate L2 learners to use the target language as often as
possible and in varying situations. In classroom teaching, I try to give learners more
opportunities to practice the target language and encourage them to interact among
5. 5
themselves in L2 under my supervision. What I have found is that in pedagogical
practices, there are many effective ways to motivate L2 learners.
To conclude, being a L2 teacher as myself, I believe that we can adopt various
strategies and approaches to motivate L2 learners to learn L2. In doing so, we can
effectively contribute to their L2 development as well as their success in L2 learning.
References
Brown, H.D. and Gonzo, S.T. (Eds.) (1995). Readings on second language
acquisition. An instrumental motivation in language study: Who says it isnāt
effective? (p.219 and p.221). US: Prentics Hall Regents.
Cook, V.(1991, 1996). Second language learning and language teaching. Learners
as individuals (pp.97-100). London: Edward Arnold (Publishers) Ltd.
Dornyei, Z. (1994). The modern language journal, 78 (3), Autumn. Motivation and
motivating in the foreign language classroom (p.281).
Doughty, C.J. and Long, M.M. (Eds.) (2003). The handbook of second language
acquisition. Individual differences in second language learning (p.613).
Oxford: Blackwell.
Dulay, H., Burt, M. and Krashen, S. (1982). Language two. Internal processing
(p.48 and p.71). Oxford: Oxford University Press.
Johnson, K. and Johnson, H. (Eds.) (1998, 1999). Encyclopedic dictionary of applied
linguistics: a handbook for language teaching (p.224). Oxford: Blackwell
Publishers Ltd.
Larsen-Freeman, D. and Long, M.H. (1991).An introduction to second language
acquisition research. Explanations for differential success among second
language learners (p.173). UK: Longman Group UK Limited.
Lightbown, P. M. and Spada, N. (2001). Factors affecting second language learning.
Cited in Candlin, C.N. and Mercer, N. (Eds.), English language teaching in
its social context: A reader (p.34 and p.42). London: Routledge.