Motivation in SLA
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This document discusses several theories of motivation in second language acquisition: 1. Gardner's socioeducational model focuses on social attitudes and the relationships between language communities, distinguishing integrative and instrumental motivation. 2. Deci and Ryan's self-determination theory proposes that motivation varies along a continuum from amotivation to autonomous intrinsic motivation and involves innate psychological needs. 3. Dörnyei's process model of motivation analyzes motivation at different stages of goal pursuit and how it fluctuates over time based on learning experiences and self-regulation. 4. The L2 Motivational Self System incorporates ideas of possible future selves that motivate language learning through imagery and senses.
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Individual learner differences and l2 acquisition
1. Individual differences like age, intelligence, aptitude, motivation, and learning strategies affect how successful learners are in acquiring a second language even if they experience the same instruction.
2. Key factors that influence success include language aptitude (e.g. phonemic coding ability, inductive language learning ability), motivation types (integrative, instrumental, intrinsic), and cognitive learning strategies used.
3. Aptitude and motivation positively correlate with second language acquisition performance, while different learning strategies may suit different instructional methods.
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This document discusses language learning aptitude, which refers to an individual's ability to learn a second language. It covers several key points:
1) Researchers like Carroll have identified various factors that contribute to language aptitude, including phonemic coding ability, grammatical sensitivity, inductive language learning ability, and rote learning ability.
2) Studies have shown aptitude is strongly correlated with second language proficiency, though all learners can achieve some proficiency regardless of aptitude. Aptitude enhances the rate and ease of learning.
3) Skehan proposed aptitude involves three components - auditory ability, linguistic ability, and memory ability - that relate to different phases of the second language acquisition process.
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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1) Several factors affect second language acquisition including internal factors like age and external factors like social context.
2) Age is an important factor as younger learners may acquire language more easily due to a critical period of language development ending at puberty. However, older learners have cognitive advantages that can also help acquisition.
3) Affective factors like anxiety, self-esteem, inhibition, and willingness to communicate also influence second language acquisition by impacting learners' emotional states and willingness to take risks when using the new language.
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This document discusses crosslinguistic influence (CLI) and transfer in third language acquisition (TLA). It defines key terms like CLI, transfer, and interlanguage transfer. CLI considers how all previously acquired languages interact during TLA, not just the first language. Factors that determine which language is activated include typology, the learner's second language status, and proficiency levels in all known languages. The closer a language is typologically to the target language, the more likely it will influence acquisition. Learners also tend to transfer from their second language. Both high and low proficiency can impact CLI.
Motivation in second language acquisition
Motivation is one of the factors that influence individual difference in second language acquisition.
SLA ,Learning Theories , Second language Aquisition
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
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Individual learner differences and l2 acquisition
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2. Key factors that influence success include language aptitude (e.g. phonemic coding ability, inductive language learning ability), motivation types (integrative, instrumental, intrinsic), and cognitive learning strategies used.
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1) Researchers like Carroll have identified various factors that contribute to language aptitude, including phonemic coding ability, grammatical sensitivity, inductive language learning ability, and rote learning ability.
2) Studies have shown aptitude is strongly correlated with second language proficiency, though all learners can achieve some proficiency regardless of aptitude. Aptitude enhances the rate and ease of learning.
3) Skehan proposed aptitude involves three components - auditory ability, linguistic ability, and memory ability - that relate to different phases of the second language acquisition process.
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2) Age is an important factor as younger learners may acquire language more easily due to a critical period of language development ending at puberty. However, older learners have cognitive advantages that can also help acquisition.
3) Affective factors like anxiety, self-esteem, inhibition, and willingness to communicate also influence second language acquisition by impacting learners' emotional states and willingness to take risks when using the new language.
Crosslinguistic influence
This document discusses crosslinguistic influence (CLI) and transfer in third language acquisition (TLA). It defines key terms like CLI, transfer, and interlanguage transfer. CLI considers how all previously acquired languages interact during TLA, not just the first language. Factors that determine which language is activated include typology, the learner's second language status, and proficiency levels in all known languages. The closer a language is typologically to the target language, the more likely it will influence acquisition. Learners also tend to transfer from their second language. Both high and low proficiency can impact CLI.
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This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
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Gardner's early Socio-Educational Model from 1985 views second language acquisition as a socio-psychological process influenced by cultural beliefs and individual differences. The model represents how factors like intelligence, aptitude, motivation, and anxiety influence language learning outcomes in formal and informal contexts. It was later modified in 1993 to add language learning strategies and show how motivation and anxiety play a larger role in informal language learning situations. Both models provide a basis for understanding second language acquisition as involving purposeful behavior shaped by social and psychological factors.
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2. The critical period hypothesis proposes that there is an ideal window for acquiring language naturally, but age effects on second language acquisition involve complex interactions between learner characteristics and the environment.
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The document discusses inhibition, which refers to defenses that protect the ego and can prevent people from saying or doing what they want due to embarrassment or worry. Inhibition is shown across the lifespan from newborns to adulthood. It can cause issues like perfectionism, low self-concept, anxiety, and seeing others as judging when mistakes are made. Inhibition is suggested to discourage necessary risk-taking in language learning and may have more influence on language performance than learning. Adolescents are noted as particularly prone to inhibition due to self-consciousness.
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Gardner's early Socio-Educational Model from 1985 views second language acquisition as a socio-psychological process influenced by cultural beliefs and individual differences. The model represents how factors like intelligence, aptitude, motivation, and anxiety influence language learning outcomes in formal and informal contexts. It was later modified in 1993 to add language learning strategies and show how motivation and anxiety play a larger role in informal language learning situations. Both models provide a basis for understanding second language acquisition as involving purposeful behavior shaped by social and psychological factors.
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Age and language acquisition
1. Younger learners may learn a second language better in naturalistic contexts due to factors like implicit learning abilities, while older learners tend to perform better in formal instruction due to explicit learning skills.
2. The critical period hypothesis proposes that there is an ideal window for acquiring language naturally, but age effects on second language acquisition involve complex interactions between learner characteristics and the environment.
3. While older learners can still achieve high proficiency, younger learners may be more likely to develop native-like abilities in areas like pronunciation. Teaching methods should consider the different strengths of younger and older learners.
Toward a Theory of Second Language Acquisition
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6) A model pictures the mind as a network of connections like a roadmap, where new knowledge is built on existing connections
Social Factors and Second Language Acquisition - Anaheim University
This document provides an overview of social factors that influence second language acquisition. It discusses different social contexts of L2 learning including immersion, segregation, official language contexts, and more. It also summarizes Schumann's acculturation model which proposes that the degree of social and psychological distance between the L2 learner and target language group will influence L2 acquisition. Finally, it briefly introduces Gardner's socio-educational model and discusses how both individual and external social factors can impact motivation and language learning.
Belonging - An Introduction
The document discusses the concept of belonging as an area of study. It explains that belonging, or lack thereof, can be shaped by personal, cultural, historical and social contexts. Perceptions of belonging emerge from connections with people, places and groups. Texts may explore belonging through experiences and notions of identity, relationships, acceptance and understanding. Students examine how texts convey the concept of belonging through representations of people and societies, and assumptions about belonging. They also consider how language choices shape and are shaped by a sense of belonging.
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This document discusses quantitative data collection methods in research. It defines a sample as the group studied, population as the overall group, and notes a sample should be representative. It also outlines probability sampling methods like random and stratified sampling and non-probability methods like quota and convenience sampling. Finally, it lists common quantitative data collection techniques like questionnaires, experiments, and online surveys and provides a reference for further information.
Motivation and motivating in the foreign language classroom
1. The document discusses motivation theories in foreign language classrooms proposed by researchers like Gardner and Lambert in the 1960s-70s who developed the Attitude/Motivation Test Battery (AMTB).
2. More recent motivation theories focus on intrinsic/extrinsic motivation and intellectual curiosity rather than just social and pragmatic dimensions. Other constructs examined include integrative and instrumental motivation, knowledge/friendship/travel orientations, and intrinsic vs. extrinsic motivation.
3. Motivation is analyzed at the learner level considering factors like need for achievement, self-confidence, and at the learning situation level considering course, teacher, and group specific factors.
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formative assessment
1. A study examined whether formative feedback on emotional intelligence could improve student teachers' classroom performance.
2. Four student teachers received two observations of their lessons, with feedback focusing on their emotional intelligence between lessons. Feedback addressed awareness of feelings, managing emotions, and social skills.
3. Results found improvements in student teachers' emotional intelligence scores and indications of better teaching performance. This suggests feedback on emotional intelligence may positively impact student teacher development. However, the small sample size limits generalizing conclusions.
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Collaborative learning by a team can produce remarkable results. The challenge is to move from the realm of the possible to the realm of practice. It helps to understand learning behavior in teams, assess individual learning styles and use this knowledge to enhance team learning, transform teams into learning communities, avoid groupthink, and use tools for surfacing and sharing learning in teams.
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The document discusses strategies for fostering comprehension and engagement through digital inquiry, including coming to a shared understanding of important terms like online reading comprehension and personal digital inquiry, intentionally designing learning opportunities and choosing technologies to support inquiry, and building a classroom culture that values inquiry. It also explores how to empower students at varied levels of inquiry from modeled to open-ended.
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This document discusses several key issues in teaching English to children:
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2) Values education addresses children holistically by focusing on universal values in lessons.
3) The development of metacognitive, cognitive, and social skills helps children become effective learners.
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The document discusses several factors that can affect success in second language acquisition, including motivation, aptitude, personality, intelligence, and learner preferences. It describes research that attempted to correlate these learner characteristics with L2 proficiency by administering questionnaires and proficiency tests. However, precisely measuring qualities like personality is difficult. Motivation in particular has been extensively studied but the relationship between motivation and success is complex, with the possibility that both influence each other. The document also discusses individual differences in learning styles and beliefs that teachers can take into account.
Affective Domain in taxonomy of educational objectives
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Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
Agents of Learning
This document outlines a 3-day special session on student motivation and personal initiative. Day 1 focuses on student motivation research. Day 2 discusses learning and teaching agents, self-regulation strategies, and creating empowering learning environments. Day 3 prompts students to reflect on their definitions of success and how they can take control of their learning. The document provides strategies to help students develop independence and responsibility over their learning through goal-setting, self-evaluation, seeking help, and teacher modeling.
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This document discusses theories of human learning and motivation as they relate to effective instruction. It covers several topics:
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- Different theories of learning like behaviorism, cognitive learning, and motivation theories.
- Factors that influence individual differences in learning like personality, gender, culture and peers.
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The document discusses motivation in learning. It defines motivation and explains that there are two types: intrinsic motivation, which arises from internal desire, and extrinsic motivation, which comes from external rewards or threats. Intrinsic motivation generally leads to better learning outcomes. The document then outlines several ways leaders can build intrinsic motivation, such as making learning relevant, providing choices, finding the right challenge level, encouraging personal bests, using role models, fostering belongingness, adopting a supportive style, and managing expectations.
Unit 4 & 5 – THE SELF.pdf
This document discusses the importance of understanding the self for language learners. It defines several components of the self, including self-efficacy, self-concept, self-esteem, and identity. Factors that influence the formation of the self are described, such as cultural factors, experiences of success and failure, internal and social comparison, feedback, and self-driven behavioral styles. The document emphasizes the importance of teachers promoting a healthy sense of self in learners by providing differentiated support, opportunities for success, and a positive classroom environment.
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This document discusses building emotional intelligence in massage therapy students. It begins by defining emotional intelligence and identifying its key characteristics. It then describes characteristics of Generation Y students and argues that massage therapists need high emotional intelligence. The document proposes teaching students skills like self-awareness, communication, and conflict resolution. It presents two sample activities, "Are We Progressing?" and "Mood Check," to develop these skills. It concludes by encouraging incorporating emotional intelligence content and activities into massage therapy education.
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Motivation is a complex process with multiple factors that influence a learner's persistence and commitment to learning a language. It involves three main phases - choice motivation, executive motivation, and motivational retrospection. Key aspects of motivation include integrative and instrumental orientation, self-confidence, beliefs about success, and perceptions of the learning experience. Motivation can be influenced by both intrinsic and extrinsic factors and is an important consideration for language teachers in generating initial motivation, maintaining effort, and facilitating positive self-evaluation among students.
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This document discusses motivation in learners and strategies for motivating students. It defines motivation as interest generated in students through interesting topics or activities. Motivation can also mean progressing or moving forward to do something. Psychology influences motivation, such as being autonomous, inquisitive, or seeking affiliation, status, recognition, or power. Motivation can be intrinsic or extrinsic. Factors that affect motivation include modeling, clear expectations, socialization procedures, classroom climate, self-worth, concentration, and relating lessons to real life. The document provides strategies for motivating all students, such as utilizing various approaches, determining individual motivational types, and incorporating the six Ps: projects, people, praise, prizes, prestige, and power
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Motivation in SLA
- 1. Motivation Gardner's socioeducational model Deci & Ryan’s self-determination theory Dornyei’s process model of motivation L2 Motivational Self System Rewards have a tendency to lose their effect over time
- 2. Gardner’s thinking L1 identity versus/plus L2 identity Focus on social attitudes Influences of social context Relationships between language communities Social nature of language makes motivation to learn a language different from motivation to learn other subject matter.
- 3. Attitude-Motivation Test Battery ✓Attitudes toward French Canadians. ✓Attitudes toward European French people. ✓Interest in foreign languages. ✓Integrative orientation. ✓Motivational intensity. ✓Desire to learn French. ✓Attitudes toward learning French. ✓French teaching-evaluative. ✓French course-evaluative. ✓Instrumental orientation. ✓French class anxiety. Integrative motivation [sic] Instrumental motivation [sic]
- 5. Deci & Ryan’s self-determination theory Development/growth, and therefore also learning a language, should be self-determined (reflective, intentional, conscious) Individuals have an inherent need to develop/grow into coherent autonomous individuals Social world can contribute to this growth, or upset it. Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
- 6. Deci & Ryan’s self-determination theory Intrinsically motivated behaviour Intrinsic motivation: doing things for their own sake (pleasure, curiosity, sense of achievement) Growth includes: Integration of extrinsically motivated behaviour Extrinsic motivation: doing things for external rewards (stars, grades, recognition)
- 7. SDT: Universal needs of humans Need for Competence Need for Autonomy Need for Relatedness Ability to / Sense of being self-determined
- 8. SDT: Organismic Integration Theory Integrated Autonomous Amotivated Externally regulated Integrating Identifying Externally prompted
- 9. Dörnyei’s process model of motivation Motivation varies depending on what stage a learner is in achieving a goal. Motivation fluctuates over time (task, class, academic semester)
- 10. Dörnyei’s process model of motivation Stage Functions Influences Preactional Forming intentions Launching action nature of the goal value of the task attitudes to L2 and its speakers self-efficacy learner beliefs / strategies available supports / obstacles Actional ‘Doing’ Ongoing appraisal Action control quality of learning experience sense of autonomy teacher intervention classroom reward / goal structure other learners self-regulation Postactional Forming attributions Elaborating strategies Further planning attribution bias self-confidence / self-worth feedback, praise, grades
- 11. L2 Motivational Self System 3 2 1
- 12. Positive and negative future selves Evoked and made real through imagery, words and senses Ought self: other’s vision of a desirable future self Ideal self: own vision of a desirable future self
- 13. Organismic Integration Theory + Future selves Integrated Autonomous Amotivated Externally regulated Integrating (Ideal self) Identifying Externally prompted (Ought self)