USLA Ch 8 powerpoint
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Transcript USLA Ch 8 powerpoint
Motivation (Ch. 8)
Understanding SLA
Lourdes Ortega (2009)
www.routledge.com/cw/ortega
Published by Routledge © 2009 Mark Sawyer
The traditional approach:
AMTB & motivational quantity (8.1)
Motivation narrowly defined (Gardner)
1.
2.
3.
Effort (Motivational intensity)
Enjoyment (L2 learning attitudes)
Investment (Desire to learn L2)
Quantity measured by Likert scales
“Truly motivated individual” high in all 3
Unlike Kaplan, Watson lacks enjoyment
Integrativeness as an
antecedent of motivation (8.2)
Integrativeness =
Favorable attitudes toward L2 NSs
General interest in FLs (+ low ethnocentrism?)
Integrative orientation
Integrative motivation (subsystem) =
Integrativeness is high
MOT (quantity) is high
Other antecedents:
Orientations & attitudes (8.3)
Widely reported orientations (reasons)
Instrumental
Knowledge
Travel
Friendship
Integrative
Additional orientations
Among Anglophone Canadians
Dominance/recognition
Pragmatic control
Familiarity/involvement
Sociocultural/belletristic
(Clément & Kruidenier)
Attitudes
Come from collective values, beliefs
Based on cultural reward, modeling
Specific to sociocultural milieu
HS attitudes U MOT, integrativeness
(Indirectly) U attitudes toward BiL,
perceived communicative competence
Attitudes, experiences MOT (Gardner)
First signs of renewal (8.4):
Self-determination theory & intrinsic motivation
Types of regulation of behavior
Internal (intrinsic MOT)
Stimulation
Self-accomplishment
Knowledge
Identified (positive self-image)
Introjected (guilt/shame)
External (extrinsic MOT)
8.5 Motivation from a distance:
EFL learners’ orientations & attitudes
Orientations in Hungary (Clément et al.)
friendship/knowledge xenophilic
instrumental/knowledge
L2 media/indirect contact/cultural interest
Attitudes in Japan: International Posture (Yashima)
Interest in int’l vocation/activities
Intercultural approach tendency
Interest in foreign affairs
8.6 Language learning motivation:
Possible in situations of conflict?
Israeli L2 learners (Donitsa-Schmidt et al.)
Early starters of L3 Arabic
JHS learners of Arabic vs. other L3s
More culture/peace/instrumental beliefs
More MOT/+ attitudes toward L3, speakers
Choice of L3 made no difference
Both groups: teachers, instruction impt.
8.7 Dynamic motivation:
Time, context, behavior
Process model of MOT (Dörnyei & Ottó)
Causal vs. teleological MOT thinking (Ushioda)
Experience-based vs. Goal-oriented
Micro-context, task (Dörnyei)
MOT develops, changes over time
Integrativeness & + course attitude
+ task attitude L2 output
+ peer attitudes also help for – task attitude
New focus on behavior (Csizér & Dörnyei)
e.g. language choice, intended effort
8.8 Looking forward:
L2 motivational self system
Components
1.
Ideal L2 self (e.g. nativelike speaker)
2.
Ought-to L2 Self (e.g. mustn’t fail exam)
3.
L2 learning experience (past/present)
Process
Instrumentality + Attitudes to L2 group
Ideal L2 Self (new Integrativeness)
8.9 Behold the power of motivation
Gardner’s research:
Dörnyei’s new research:
MOT predicts 9-16% of achievement
MOT predicts 35% of behavior (?)
Caution: MOT/L2 success relationship
is reciprocal rather than causal