![The socio-educational
model
“The socio-educational model of second language
acquisition was developed […] in an attempt to
provide a fundamental basis for the role played by
different classes of variables […] It is intended to
provide a platform where the role of these variables
can be understood in the context of learning a
second language in a classroom context.”
Gardner 2010: 22](https://image.slidesharecdn.com/appliedlinguisticslecture8-180423114152/75/Motivation-in-Second-Language-Acquisition-11-2048.jpg)
Uploaded byAchilleas Kostoulas
Motivation in Second Language Acquisition
This document discusses motivation in language learning from several perspectives. It begins by defining motivation and outlining different approaches, including social-psychological models proposed by Gardner that focus on orientations and attitudes. It also discusses cognitive-situated approaches that emphasize the role of context in shaping motivation. Process-oriented models proposed by Dörnyei are then outlined, including the L2 Motivational Self System and ideal/ought-to selves. The document concludes by discussing strategies for motivating language learners based on a study by Dörnyei and Csizér, including setting a good example, developing relationships with learners, and promoting autonomy.
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Motivation in Second Language Acquisition
- 1. Motivation in SLAAPPLIED LINGUISTICSFOR LANGUAGE TEACHERS, SS2016 DR ACHILLEAS KOSTOULAS (W/ THANKS TO DR NANCY CAMPBELL FOR MATERIALS)
- 2. Lecture outline 1. Whatis motivation? 2. Social-psychological approaches 3. Cognitive-situated approaches 4. Process-oriented approaches 5. How might we motivate learners
- 3. Different approaches to motivating Whichof the following tasks might motivate a child learning to play the cello? 1.Offering her a reward every time she plays well 2.Not allowing her to play before she finishes her daily practice 3.Constant praise and encouragement (regardless of how well she plays) 4.Scolding her when she makes a mistake 5.Allowing her freedom to choose when to practice and for how long 6.Setting clear goals for her 7.Regularly discussing progress and future goals 8.Making a fixed practice schedule for her 9.Asking her to make a practice schedule 10.Encouraging her to believe that she’s more gifted than other children Based on Williams et al. 2015: 100
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- 5. What is motivation “the choices people make as to what experiences or goals they will approach or avoid and the degree of effort they will exert in this respect” (Keller 1983: 389) “Generally considered one of the primary causes of success and failure in second language learning” (Richards & Schmidt 2002: 343)
- 6. Types of motivation: Self-determinationtheory Extrinsic orientation “driven by external factors, such as parental pressure, societal expectations, academic requirements or other sources of rewards and punishments” (Richards & Schmidt 2002: 343) Intrinsic orientation Learning a language because you are interested in the culture and people who speak that language Completing a language activity because you find it exciting
- 7. But remember! Whileself-determination theory is often understood as a dichotomy, it’s more accurate to think of it as a continuum. What might be extrinsic motivation for one learner might be intrinsic for others. The nature of motivation can change over time.
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- 10. Robert C. Gardner, Ph.D. ProfessorEmeritus Department of Psychology The University of Western Ontario
- 11. The socio-educational model “The socio-educationalmodel of second language acquisition was developed […] in an attempt to provide a fundamental basis for the role played by different classes of variables […] It is intended to provide a platform where the role of these variables can be understood in the context of learning a second language in a classroom context.” Gardner 2010: 22
- 12. Aspects of motivation Motivational intensity Desire to learn the language (orientation) Attitudes towards language learning
- 13. Motivation orientations Instrumental orientation Relatingto “practical concerns such as getting a job or passing an examination” (Richards & Schmidt 2002: 343) Integrative orientation “willingness to be like valued members of the language community” (Richards & Schmidt 2002: 343) More direct impact on achievement. More effective (?)
- 14. Things to remember! Orientations refer to reasons why someone might be motivated; not the motivation itself. Instrumental and integrative motivation are not mutually exclusive. Is the distinction between instrumental and integrative orientations still relevant in a globalised world? A social-psychological approach helps us to understand broad traits across large groups; less helpful in dealing with individual in context.
- 15. Importance of Gardner’s work Focus on importance of social milieu on language learning L2 learning seen as different from learning other subjects (adoption of new social and cultural behaviours, change in self-image...) Established research techniques for motivation (empirical studies model)
- 16. Why is motivation reserachimportant? It focuses on empirical studies and therefore can be seen as reflecting classroom reality as experienced by learners and teachers. It enhances our awareness of the centrality of learner motivation to effective teaching. It provides a complex picture of motivation. It gives teachers guidelines on how to promote motivation among their learners.
- 17. III. Cognitive –situated approaches
- 18. Williams & Burden(1997) Basic tenets Psychological and contextual factors come together to create motivation Motivation is created by the learner’s understanding of the context. Motivation fluctuates over time, even within a single lesson. Implications Motivation more susceptible to teacher control Important to both generate and sustain motivation
- 19. The role ofcontext (1) We no longer consider learners to be motivated or non-motivated; rather, we think of them as being motivated: at a particular time in a particular place to do a particular task
- 20. The role ofcontext (2) Context might refer to the learning environment, but also encompasses factors less directly connected to learning, e.g.: Time of day, weather Teacher behaviour Classmates’ behaviour Long-term and short-term goals Competing social identities
- 21. Reflective Task How mightthe following situations affect you as a language learner? 1.Getting a surprisingly high score on a test 2.Getting an unexpectedly low score on a test 3.Seeing a classmate do impressively well in a foreign language 4.Falling in love with a classmate in a language class 5.Being praised by the teacher for excellent pronunciation 6.Being moved by a film in the target language 7.Being in a class where very few people seem to be doing particularly well 8.Being in a class where many students seem to be doing better than yourself
- 22. Things to remember The influence of context is unpredictable Human behaviour is not always rational; importance of emotions
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- 25. The L2 MotivationalSelf- System
- 26. The L2 MotivationalSelf- System Ideal self: the person we would like to become Ought-to self: attributes we should have to meet expectations / avoid negative outcomes Learning experience: motives relating to the immediate environment
- 27. V. How mightwe motivate learners?
- 28. Dörnyei and Csizér’sstudy (1998) AIM: to “generate practical guidelines for motivating learners” METHOD “semi-formal survey” PARTICIPANTS 200 Hungarian teachers of English
- 29. Ten commandments 1. Seta personal example with your own behaviour 2. Create a pleasant relaxed atmosphere 3. Present the tasks properly 4. Develop a good relationship with the learners. 5. Increase the learner’s linguistic self-confidence. 6. Make the language classes interesting. 7. Promote learner autonomy. 8. Personalise the learning process. 9. Increase the learners’ goal-orientedness. 10. Familiarise learners with the target language culture (or cultures). Dörnyei & Csizér 1998: 215
- 30. Task Step 1 Write twoconcrete strategies that you can use to increase learner’s motivation. You may want to draw on your own experience for examples of effective strategies that your teachers used. Step 2 Working in groups, discuss the strategies that you identified, and list the three most effective ones.
- 31. Motivational strategies in the language classroom ZoltánDörnyei (ed.) 2001. Cambridge, CUP.
- 32. Final words Youcannot, and don’t have to, implement all the motivational strategies all the time. Different learners will respond to the same strategies in different ways. There is a minimum level of support needed for successful learning. Your job is to attain that, i.e., to be good enough motivators. If, despite your efforts, some students are not motivated, that is not your fault.