INDIVIDUAL DIFFERENCES IN MOTIVATION TO LEARN ENG

INDIVIDUALDIFFERENCESINMOTIVATIONTOLEARNENGLISHINCHINA)HUIGUAN(ATHENA)OUTLINE•Relationshipbetweenindividuallearnerdifferencesandmotivation•thedefinationofmotivationoflearningEnglish•Classicalandexpandedmotivationmodels•SpecialmotivationtypesinchinaRelationshipbetweenindividuallearnerdifferencesandmotivationIndividuallearnerdifferences-beliefsaboutlanguagelearning-generalfactors(affectivestates,learningstyles,learningstrategies)motivation,self-efficacy,toleranceofambiguity,andanxietyLanguagelearningoutcomesthedefinationofmotivationtheextenttowhichtheindividualworksorstrivestolearnthelanguagebecauseofadesiretodosoandthesatisfactionexperiencedinthisactivity.-------Gardner(1985)thedefinationofmotivationthreecomponents:(a)effortexpendedtoachieveagoal(b)adesiretolearnthelanguage(c)satisfactionwiththetaskoflearningthelanguage.ClassicalandexpandedmotivationmodelsDörnyei’sconceptualframeworkLanguageLevelIntegrativemotivationalsubsystemInstrumentalmotivationalsubsystemClassicalandexpandedmotivationmodels•Integrativemotivation:Whensomeonebecomesaresidentinanewcommunitythatusesthetargetlanguageinitssocialinteractions,integrativemotivationisakeycomponentinassistingthelearnertodevelopsomelevelofproficiencyinthelanguage•instrumentalmotivation:isgenerallycharacterisedbythedesiretoobtainsomethingpracticalorconcretefromthestudyofasecondlanguageClassicalandexpandedmotivationmodelsSpecialmotivationtypesinchinaSpecialmotivationtypesinchina•Intrinsicinterest:referstomotivationthatcomesfrominsideanindividualratherthanfromanyexternaloroutsiderewards,suchasmoneyorgrades.Themotivationcomesfromthepleasureonegetsfromthetaskitselforfromthesenseofsatisfactionincompletingorevenworkingonatask.Specialmotivationtypesinchina•Immediateachievement:Learningthetargetlanguagetoobtainsatisfactoryresultsinexams,e.g.NationalHigherEducationEntranceExaminationSpecialmotivationtypesinchina•Learningsituation:LearningEnglishbecauseofaspectsofthelearningenvironmentsuchasthequalityofteaching,teachingmaterials,teachers,andaffiliationwiththelearninggroup•Goingabroad:LearningEnglishtogoabroadforvariouspurposes,suchas“findingbettereducationorjobopportunities,”“experiencingEnglish-speakingcultures,”and“immigration”Specialmotivationtypesinchina•Socialresponsibility:Learningthetargetlanguagetocombine“harmonizingthefamily”and“puttingthecountryinorder,”emphasizingindividuals’responsibilitytofulfillsocialexpectations.Thismotivationtype,whichisbasedonConfucianismtradition.Specialmotivationtypesinchina•Individualdevelopment:LearningEnglishtoincreaseone’sownabilityandsocialstatusinfuturedevelopment,whichcouldbeasspecificas“findingagoodjob”andasgeneralasacquiring“asenseofachievement”•Informationmedium:LearningEnglishtoobtaininformationandlearnotheracademicsubjectsconclusion•presentationshowsthatmotivationdirectlyinfluenceshowoftenstudentsuseL2learningstrategies,howmuchstudentsinteractwithnativespeakers,howmuchinputtheyreceiveinthelanguagebeinglearned.Therefore,motivationisextremelyimportantforL2learning,anditiscrucialtounderstandwhatstudents'motivationsareReferences:Gardner,R.C,&Lambert,W.E.(1972).Attitudesandmotivationinsecondlanguagelearning.Rowley,MA:NewburyHouse.Gardner,R.C.(1985).Socialpsychologyandsecondlanguagelearning:Theroleofattitudesandmotivation.London:EdwardArnold.Wong,R.M.H.(2007).MotivationandEnglishattainment:AcomparativestudyofHKstudentswithdifferentculturalbackgrounds.AsiaPacificEducationResearcher,17(1),45-60.