BC: TSL 661 Peggy Doolan
FC: Motivation as a Contribution Factor in Second Language Acquisition
1: Gardner's Socio-Education Model Effects of Motivation on learning a second language 1. Social/Cultural Milieu 2. Individual Learning 3. Setting or Context 4. Linguistic Outcomes Within the model, motivation is composed of three elements 1. Desire 2. Effort 3. Affect
2: The social/cultural milieu- This variable is related to the beliefs placed on the value of learning about another culture or language. In some societies people believe that it is not necessary to learn other languages. How important is the learning of another language to each individual?
3: Individual Learning: is affected by four variables. 1. intelligence 2. language aptitude 3. motivation 4. situational anxiety | Setting: This phrase addresses the formal instruction within the classroom and the unstructured language acquisition in a natural setting. | Linguistic outcomes: Gardner believed that linguistic outcomes refer to the actual language knowledge and skills. Does the student meet the proficiency on tests? In non-linguistic outcomes does the students attitude concerning cultural beliefs help to motivate the student to achieve success.
4: Gardner's model is composed of three elements: Desire Effort Affect How motivated are the students to learn the language? Will they put in the effort it takes to learn the language? How proficient do they want to become? What are they going to do in regard to language study?
5: Integrative Motivation: It is thought that students will be more successful when learning a second language when they like the culture and have the desire to integrate into the society where the language is used. When becoming a part of a community it becomes a necessary to learn the language to successfully operate socially and become an included member of that society. | Instrumental Motivation: In contrast to integrative motivation, instrumental motivation is the desire to obtain practical or concrete language acquisition. Students that are motivated to learn a language for graduation requirements or for a job situation. this type of motivation does not usually include social interaction.
6: Motivation in the Japanese Context Japanese students are required to sit for college entrance exams that include an extensive grammatical English lesson, which includes vocabulary. many of these students have an instructional motivation to learn the English language.This required the students to focus on the written word. Therefore forsaking the speaking and listening skills. When interviewed students had low motivation for continuing to study the English language. Students do not believe learning English has a vital role in their lives. However currently teachers are trying to ingrate more speaking and listening into their instruction. They are using more interesting text to increase the motivation level and capture the interest of students. In doing this they hope for greater classroom interaction to help motivate students to develop their language skills.
7: Motivation is an important factor when learning a second language. It is important to help increase a students motivation when learning a second language. Important factors to remember are effort, desire and affect.
8: In reading, Motivation as a Contributing Factor in Second Language Acquisition, I have learned it is important to find out how to best motivate your students. Each student may be motivated by different things and ideas. it is important to address culture. This article shows the need to address all the different stages of learning. Speaking, listening, grammatical, reading, and writing. If you address one or two of this stages the students are less motivated and not learning acquisition as a whole unit.