1. Motivation Group 2007-2008 Overview of L2 Motivation Mikio Iguchi (1 st Year EdD student)

2. Motivation Group 2007-2008 Agenda Purpose of today: 1.To give you a bird’s eye view of the history of L2 motivation, its features, and recent trends. 2.To let you review on motivation in L2 learning as language teachers. 3.To let you think, if you were to research on L2 motivation, what would be an interesting topic? 2

3. Motivation Group 2007-2008 Contents 1. Social Psychology (1960s onwards) 2. Cognitive Psychology (1980s – 1990s) 3. Educational Shift & Motivational Renaissance (1990s onwards) 4. Recent Research Trends (2000s onwards) 5. Educational Implications 3 This presentation is mostly based on Dörnyei’s “Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications” Language Learning 53 (S1): 3-32

4. Motivation Group 2007-2008 4 “Motivation is, without question, the most complex and challenging issue facing teachers today.” (Scheidecker and Freeman 1999:116) Foreword

5. Motivation Group 2007-2008 Introduction There isn’t much theory that “provides an all- round explanation of what we do and why.” (Dörnyei 2003:1) “Motivation is a multifaceted construct, and the exact nature of the constituent components activated in a particular situation depends greatly on contextual factors.” (Dörnyei 2003:1)  Although the importance of motivation in education cannot be overlooked, its concept is inherently elusive. 5

6. Motivation Group 2007-2008 1.Integrative motivation: aim of learning is to learn about the language group, or to meet more and different people from the target language community, to the point of eventually being accepted as a member of that group. 1. Social Psychology (1960s onwards)  Gardner and Lambert proposed integrative motivation and instrumental motivation from a social psychological point of view. (Gardner and Lambert 1959, 1972) 2. Instrumental motivation: reasons of L2 learning reflect the more utilitarian value of linguistic achievement, such as benefiting in an occupation. 6

7. Motivation Group 2007-2008 1.1 Core Idea of “Integrativeness” Integrative motivation: Psychological and emotional identification is in the core idea. (Dörnyei 2003:5-6) Identity “As-is” Identity “To-be” Self-concept “Possible self” “Ideal self” “Possible self” “Ideal self” Integrativeness is a process  What matters in integrative motivation is how one perceives oneself, in other words, self-concept. 7

8. Motivation Group 2007-2008 Question1 Thought provoking questions. “What motivates your students to learn English in your context? And why?” Thought provoking questions. “What motivates your students to learn English in your context? And why?” 8

9. Motivation Group 2007-2008 2. Cognitive Psychology (1980s – 1990s)  Findings in cognitive psychology contributed to the following theories in L2 motivation: 1.Self-determination theory 2.Attribution theory 3.Goal theory 4.Schumann’s theory (based on neurobiological analysis) 1.Self-determination theory 2.Attribution theory 3.Goal theory 4.Schumann’s theory (based on neurobiological analysis) 9

10. Motivation Group 2007-2008 2.1 Self-determination Theory 1.Intrinsic motivation: an inner drive, impulse, emotion, or desire that is derived from inner potentialities and latent resources. e.g. learn L2 for its own sake 2. Extrinsic motivation: an inner drive, impulse, emotion, or desire that is derived from other people, or the real world. e.g. learn L2 for money, prizes, grades, certain types of positive feedback 2. Extrinsic motivation: an inner drive, impulse, emotion, or desire that is derived from other people, or the real world. e.g. learn L2 for money, prizes, grades, certain types of positive feedback “Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself. People seem to engage in the activities for their own sake not because they lead to an extrinsic reward... Intrinsically motivated behaviors are aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self-determination.” Deci (1975:23)  Self-determination theory was addressed by Deci (1975), Deci & Ryan (1985) and became an influential idea. 10

11. Motivation Group 2007-2008 2.2 Attribution Theory Future achievement efforts Past experience  It was argued by Weiner (1992) that the perception of past success and failure plays a vital role in shaping one’s L2 motivation. “It is generally believed that learners who attribute both success and failure to internal factors such as effort are most likely to maintain their motivation at a high level.” Richards and Schmidt (2002: 38) 11

12. Motivation Group 2007-2008 Question2 12 Thought provoking questions. “In what ways does past experience affect your students’ motivation to learn English?” Thought provoking questions. “In what ways does past experience affect your students’ motivation to learn English?”

13. Motivation Group 2007-2008 2.3 Goal Theory  Tremblay and Gardner (1995) introduced “goal salience”, which was conceptualized as a composite of the specificity of the learner’s goals and the frequency of goal-setting strategies used. “There has hardly been any attempts in L2 strategies to adopt the other well known goal theory in educational psychology, goal orientation theory, even though, as Pintrich and Schunk (2002: 242) have recently concluded, ‘Currently, it is probably the most active area of research on student motivation in classrooms and it has direct implications for students and teachers.’” (Dörnyei 2003:9) 13 Opportunity

14. Motivation Group 2007-2008 2.4 Schumann’s Theory  Schumann’s theory tackled on L2 motivation from neurobiological point of view.  “Stimulus appraisal” Novelty Degree of unexpectedness/familiarity Pleasantness attractiveness Goal/need significance Whether the stimulus is instrumental in satisfying needs or achieving goals Coping Potential Whether the individual expects to be able to cope with the event Self and social image Whether the event is compatible with social norms and the individual’s self-concept 14

15. Motivation Group 2007-2008 3. Educational Shift & Motivational Renaissance (1990s onwards)  In contrast to the macro perspective adopted within the framework of social psychology, micro perspective was adopted within the new framework of educational psychology. Focus on classroom was emphasized, which lead to research on L2 motivation based on “situated approach”. Three directions within the educational and situated approach: 1.Willingness to communicate (WTC) 2.Task motivation 3.Motivation and learning strategy use Three directions within the educational and situated approach: 1.Willingness to communicate (WTC) 2.Task motivation 3.Motivation and learning strategy use 15

16. Motivation Group 2007-2008 3.1 Willingness to communicate (WTC)  WTC is the “readiness to enter into discourse at a particular time with a specific person or persons, using a L2.” MacIntyre, Cl é ment, Dörnyei, and Noels (1998:547) 16 Factors that support WTC (Layer III to VI) It is WTC that directly influences L2 use.

17. Motivation Group 2007-2008 3.2 Task Motivation Dörnyei (2003) concludes that “the study of task motivation is certainly one of the most fruitful directions for future research.” Opportunity  Task motivation makes it researchable for SLA researchers to see how learners can be motivated when they tackle tasks. Task processing Task execution AppraisalAction control “While learners are engaged in executing a task, they continuously appraise the process, and when the ongoing monitoring reveals that progress is slowing, halting, or backsliding, they activate the action control system to ‘save’ or enhance the action.” Dörnyei (2003:16) 17 Figure 2. Schematic representation of the three mechanisms making up the proposed task-processing system. Dörnyei (2003:15)

18. Motivation Group 2007-2008 3.3 Motivation and Learning Strategy Use 18 L2 Motivation Learning Strategy *Note that the preferred term currently is “Self- regulatory learning”  Since the mid 1990s, researchers began to study the interrelationship between L2 motivation and language learning strategy. “most participants appeared to have great difficulty in discussing different aspects of their metacognitive strategy use and conveyed a lack of sense of control over their learning….Very little evidence was found of planning behavior” Williams, Burden, and Lanvers (2002:519)

19. Motivation Group 2007-2008 4. Recent Research Trends (mainly 2000s onwards)  Motivation began to be seen as dynamic and temporal. Motivation evolves over time. (Williams and Burden, 1997; Ushioda, 1994, 1996, 1998)  Process-oriented approach was adopted in L2 motivation research (Dörnyei and Ottó, 1998; Dörnyei 2001)  it accounts for “ups and downs” of motivation. Dörnyei (2003:17)  Also, it should be noted that, the self-determination theory evolved to the popular concept of “learner autonomy”. Its relation with motivation is gathering attention. (Benson, 2000; Ushioda, 1996, 1998, 2007; Ehrman and Dörnyei, 1998)  Motivation began to be seen as dynamic and temporal. Motivation evolves over time. (Williams and Burden, 1997; Ushioda, 1994, 1996, 1998)  Process-oriented approach was adopted in L2 motivation research (Dörnyei and Ottó, 1998; Dörnyei 2001)  it accounts for “ups and downs” of motivation. Dörnyei (2003:17)  Also, it should be noted that, the self-determination theory evolved to the popular concept of “learner autonomy”. Its relation with motivation is gathering attention. (Benson, 2000; Ushioda, 1996, 1998, 2007; Ehrman and Dörnyei, 1998) 19

20. Motivation Group 2007-2008 4.1 Process Model of L2 Motivation  Process model categorizes three types of motivation according to the timing of learning stage. This is not just limited within the classroom. Choice Motivation: motivation is generated and initiated Executive Motivation: ongoing appraisal of the student’s progress and action control (self-regulation) Motivational Retrospection: encouraging self-evaluation and even self- reflection Preactional StageActional StagePostactional Stage Dörnyei (2003: 19) 20

21. Motivation Group 2007-2008 Question3 Thought provoking questions. 1.(If you have taught English) What specific teaching methodology actually motivated your learners to learn English? Can you think of one? OR 2. (If you have learned L2) What specific teaching methodology actually motivated you to learn L2? Can you think of one? Thought provoking questions. 1.(If you have taught English) What specific teaching methodology actually motivated your learners to learn English? Can you think of one? OR 2. (If you have learned L2) What specific teaching methodology actually motivated you to learn L2? Can you think of one? 21

22. Motivation Group 2007-2008 5. Educational Implications  As seen earlier, educational shift in L2 motivation research enabled researchers to focus on micro- level classroom activities, and its learning process. There are three areas in which findings contribute to classroom teaching. 1. Devising Motivational Strategies 2. Formulation of Self-motivating Strategies 3. Teacher Motivation 22

23. Motivation Group 2007-2008 5.1 Devising Motivational Strategies 23  Focus on classroom situation made ways to develop practical motivational strategies that can be applied to generate and maintain L2 motivation. ( Dörnyei 2003: 23-24) 1. Creating the basic motivational conditions 2. Generating initial motivation 3. Maintaining and protecting motivation 4. Encouraging positive retrospective self-evaluation

24. Motivation Group 2007-2008 5.2 Formulation of Self-motivating Strategies 24  Formulation of self-motivating strategies was proposed which enables L2 learners to take personal control of the affective domains that shape L2 motivation. ( Dörnyei 2003: 23, 25-26) 1. Commitment control strategies: for helping to preserve or increase learner’s original goal commitment. 2. Metacognitive control strategies: for monitoring and controlling concentration and for curtailing unnecessary procrastination. 3. Satiation control strategies: for eliminating boredom and adding extra attraction or interest to the task. 4. Emotion control strategies: for managing disruptive emotional states or moods and for generating emotions that will be conducive to implementing one’s intentions. 5. Environmental control strategies: for eliminating negative environmental influences and exploiting positive environmental influences by making the environment an ally in the pursuit of a difficult goal.

25. Motivation Group 2007-2008 5.3 Teacher Motivation  The importance of teacher motivation is unquestionable, but little has been found. Dörnyei (2003) points out that “there have been no attempts in the field to compile a list of ‘ways to motivate language teacher’, even though a scientifically validated list of this sort would predictably be very useful and much sought after..” Opportunity “The amount of L2 research on this issue is meager, and quite surprisingly, teacher motivation is also a relatively uncharted area in educational psychology.” Dörnyei (2003: 26) 25

26. Motivation Group 2007-2008 Question4 Thought provoking questions. “What motivates you as a language teacher to teach English in your context? And why?” Note: This may be a sensitive issue, so if you are to discuss this outside this room, please do not refer to specific individual names. (NG: “Mikio said he was not motivated in teaching his student, when…”) Thought provoking questions. “What motivates you as a language teacher to teach English in your context? And why?” Note: This may be a sensitive issue, so if you are to discuss this outside this room, please do not refer to specific individual names. (NG: “Mikio said he was not motivated in teaching his student, when…”) 26

27. Motivation Group 2007-2008 Summary Social Psychology Cognitive Psychology Educational Shift 1960s onwards Macro perspective (correlation between individual’s attitude and society.) Key figure: Robert Gardner, Wallace Lambert. 1980s – 1990s Focus on individual’s mental processes and representation of knowledge in mind. 1990s onwards Micro perspective (application of motivational psychology to classroom teaching and learning.) Situated approach: focus on classroom. Key figure: Zoltán Dörnyei 2000s onwards Process-oriented approach. Motivation and autonomy. “I anticipate that the next decade will bring about a consolidation of the wide range of new themes and theoretical orientations that have emerged in the past 10-15 years, and that the often speculative theorizing will be grounded in solid research findings, from both quantitative and qualitative research paradigms.” Dörnyei (2003: 27) 27 RecentResearchTrends

28. 28 Motivation Group 2007-2008

29. Reference: Process Model of L2 Motivation 29