Transcript Motivation and motivating Chinese students in the language classroom –

5th International Conference on ELT in China, May 2007
Motivation and motivating Chinese
students in the language classroom –
Transition to UK Higher Education
Qian Zhang
[email protected]
Division of Language and Communication
University of Bedfordshire, UK
1
Presentation Outline
Main aim
 Research questions
 Literature background
 Previous research and limitations
 My ongoing research project
 Possible explanations
 Conclusions

2
Main Research Aim
To gain new insights into motivation for L2
learning by investigating how and why learners’
motivation changes during the transition from
the home culture to the host culture setting.
3
Research Questions
How does language learning motivation
change over time as learners move from home
culture to host culture?

To identify if students’ English learning goals and orientations
change over time

To identify if the different components of language learning
motivation can be separated.

To identify which component changes the most.
4
Literature Background
From a social psychological perspective
Social- educational model
Definition
 effort + desire to achieve the goal of learning the language +
favourable attitudes toward language learning (Gardner, 1985, p.10

).
motivation - a combination of the learner’s attitudes, aspirations,
and effort with respect to language learning (Gardner & MacIntyre
1991, p159
).
5
From an educational perspective



Call for education-friendly motivation research
Need to develop both empirical research and L2
motivational theories
A number of constructs have been developed to
meet the needs of an education-friendly
approach (Dörnyei,1990; Crookes and Schmidt, 1991; Dörnyei, 1994a,
1994b; Oxford and Shearin 1994, 1996; Schmidt et al.,1996; Ushioda, 1994,
1996)
6
Models & Frameworks of L2
Motivation







Gardner’s motivation theory
Expectancy-value theories in L2 motivation research
Self-determination theory and L2 motivation
Schumann’s neurobiological model
L2 motivation and the social context
The temporal dimension of L2 motivation
Dörnyei and Otto’s process model of L2 motivation
(See Dörnyei, 2001 for detail)
7
L2 Motivation in Education Setting
Dörnyei’s framework of L2 motivation (Dörnyei , 1994a: 280)
Language Level
Learner Level
Integrative motivational subsystem
Instrumental motivational subsystem
Need for achievement
Self-confidence
- Language use anxiety
- Perceived L2 competence
- Causal attributions
- Self-efficacy
Learning Situation Level
Course-specific motivational
Components
Teacher-specific motivational
components
Group-specific motivational
Components
Interest (in the course)
Relevance (of the course to one’s needs)
Expectancy (of success)
Satisfaction (one has in the outcome)
Affiliative motive (to please the teacher)
Authority type (controlling vs. autonomy-supporting)
Direct socialisation of motivation
Goal-orientedness
Norm and reward system
Group cohesiveness
Classroom goal structure
8
Previous Research & Limitations




Gardner’s social educational model – focus on
the integrative aspect of motivation
Not much attention has been paid to cultural
factors in an educational setting
The ‘dynamic’ aspect of motivation in L2
learning needs to be developed
Most of the research has been done in
monocultural settings (e.g. Canada, Hungary ).
9
My Research




Framework: Dörnyei ’s framework of L2 motivation (Dörnyei ,
1994a:280)
Participants: Mainland Chinese students who are studying at the
University of Bedfordshire
Instruments: Questionnaire
Data collection:
stage one - 161 Ss (before Ss come to the UK)
stage two – 142 Ss (after Ss have been in the UK over 6 months)
10
Research Findings







Significant changes in
Language level: students attitude towards local community & their learning
orientations and goals
A high rank score both in Integrative Orientations and Instrumental
Orientations.
Learner level: self-confidence drops & language use anxiety increases
Motivation as a whole
different components of language learning motivation cannot be separated
No change in learning situation level
11
Possible Explanations




Students’ perception of discrimination affects
their attitude towards the target community
Low English proficiency
Limited understanding of British academic
culture
Lack of intercultural communication experience
12
Conclusions

Language learning motivation is not a relatively
stable or static emotional state. It can be affected
by the challenges of time and culture.

Motivation may change during the transition to
the new cultural setting
Further research is needed to identify the factors
that affect the change, and the pattern of
motivation change during the transition.

13
Recommendations
Institutional: training is not ‘the icing on the cake’
Personal: practitioners must engage in pedagogical
reflection and professional development
Professional: cross-cultural training
Design: A greater focus on the differences between
Chinese and English academic culture in ‘bridging’ courses
for students prior to their arrival in the UK.
UK institutions: staff involved in pastoral care for Chinese
students should be clear about the problems unique to
Chinese students.
14
Questions to Consider




Do the students receive efficient training before
they go abroad?
Does their language proficiency really meet UK
Higher education standards?
Do EFL practitioners in China have a full
understanding of UK academic culture?
What type of training is effective?
15
Thank you very much
16