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Osaka Tech Day Plus, Otemae University, Sept 28, 2013
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An overview of recent language learning motivation studies in Japan
Matthew AppleRitsumeikan University
• Published in October 2013• Multilingual Matters
- E. Ushioka- K. Noels- T. Yashima- M. Apple, J. Falout, & G. Hill- H. Hayashi- R. Nishida- K. Irie & D. Brewster- S. Aubrey & A.G.P. Nowlan- Y. Munezane- T. Taguchi- M. Johnson- K. Kikuchi- J Lake- J. Falout, Y. Fukada, T. Murphey,
& T. Fukuda- R. Nitta- T. Hiromori- Y. Nakata
Overview
1. Motivation Theory
2. Demotivation
3. Motivation in Japan
4. Motivation in East Asia
5. Implications
1.a Motivation
Motivation explains …
- why a particular activity? - how long they will persist? - what effort they invest in it?
1.a Motivation
Motivation is:
Most important predictor
of learning success!
1.a Motivation
Intrinsic Needs to come from within
- Powerful- Successful over
long term
Extrinsic External to the learner
- Can be effective- Usually short term
1.a Motivation
Integrative Desire to becomepart of L2 society
- Citizenship- New identity
Instrumental Desire to achieve apractical goal
- Pass a test- Get a job
1.a Motivation
Integrative Desire to becomePart of L2 society
- Citizenship- New identity
Instrumental Desire to achieve apractical goal
- Pass a test- Get a job
Does NOT apply to an
Asian context!
1.a Motivation
Integrative
L2 Motivational
Self-System
Extrinsic
SelfDeterminationTheory (SDT)
1.b Motivation
L2 Motivational Self-System (integrative)
• Ideal L2 Self – would like to become• Ought to L2 Self – what one should do• L2 learning experience
1.b Motivation
L2 Motivational Self-System (integrative)
• Ideal L2 Self — would like to become
• Ought to L2 Self – what one should do• L2 learning context
International Posture - openness to culture
Self Determination Theory (extrinsic)
Text
Text
Identified Regulation
TIntrinsic Motivation
Integrated Regulation
External Regulation
Amotivationt
Introjected Regulation
1.b Motivation
1.b MotivationSelf Determination Theory
(extrinsic) Motivation can be enhanced by:
1. Autonomy - capacity to choose to engage in activities
2. Competence - ability to carry out activity & rise to challenge
3. Relatedness - feeling of security between learner & others (family,
friends, teacher, classmates)
2. DemotivationElementary School – High School
• Increases over time• More prevalent in males
Irie & BrewsterJohnson
2. Demotivation6 Leading Causes:• Teachers1.Class 2.Experience of failure3.Class environment4.Learning materials5.Lack of goals
Kikuchi
2. Demotivation6 Leading Causes:•Teachers -1.Class 2.Experience of failure3.Class environment4.Learning Materials5.Lack of goals
AttitudesCompetenceLanguage proficiencyPersonalityTeaching styles
2. Demotivation6 Leading Causes:• Teachers•Class - 1.Experience of failure2.Class environment3.Learning Materials4.Lack of goals
Course contents & paceFocus on difficult contentBoringTest drivenEmphasis on memorization
2. Demotivation6 Leading Causes:• Teachers• Class •Experience of failure1.Class environment2.Learning Materials3.Lack of goals
2. Demotivation6 Leading Causes:• Teachers• Class • Experience of failure•Class environment1.Learning Materials2.Lack of goals
2. Demotivation6 Leading Causes:• Teachers• Class • Experience of failure• Class environment•Learning Materials1.Lack of goals
2. Demotivation6 Leading Causes:• Teachers• Class • Experience of failure• Class environment• Learning Materials1.Lack of goals/interests
2. Demotivation
Demotivation derives from the teacher!
Motivation derives from the student!
Kikuchi
3. Motivation in Japan
- Willingness to communicate and International Posture predict motivation
- Use of L2 in projects increases motivation
Yashima, Nishida
- Interaction with foreigners enhances International Posture Aubrey & Nolan, Yashima
3. Motivation in Japan
- Use of L2 increases proficiency
- Self-confidence is greatest influence on willingness to communicate
- Visualizing L2 Self can develop L2 Self
Irie, Yashima, Munezane
3. Motivation in Japan
- Ideal Self must be well developed to predict motivation
Irie, Munezane
- Clearly developed Ought-to Self is needed
Taguchi
3. Motivation in Japan
- Science and engineering students have more anxiety and greater sense of unsupportive classroom
- Ought-to Self may be more pertinent than Ideal Self
Apple, Falout, & Hill
3. Motivation in Japan
- Exam performance may be an alternative to international posture
- Goal setting and international contact can lead to long term motivation
Hayashi
3. Motivation in Japan
- Reflection and involving students in motivation results is meaningful
- Meta cognitive development improves attitudes of past learning experiences
Falout, Fukada, Murphy, & Fukuda
Hiromori
3. Motivation in Japan
- Enjoyment, effort, and understanding are connected in motivated students BUT NOT unmotivated students
- Motivational fluctuation may indicate student growth and learning
Nitta
30
3. Motivation in Japan
- Positive psychology can provide insights intoL2 motivation.
- Positive L2 selves and other motivations can be related to positive self image and self worth.
Lake
4. Motivation in East Asia
• China (including Taiwan)
• (South) Korea
• Japan
– — So-called “Confucian-influenced” cultures
32
• English as required subject
• English as “great divider” of society
• Integrative and instrumental orientations not sufficient an explanation
4. Motivation in East Asia
33
• English as required subject
• English as “great divider” of society
• Integrative and instrumental orientations not sufficient an explanation
4. Motivation in East Asia
Are there differences?
4. Motivation in East Asia
• China
• Korea
• Japan
4.a Motivation in China
Exam scores and success in English for the “glory” of the family
Initially labelled required motivation, later the “Chinese Imperative”
Warden & Lin, 2000
Chen, Warden, & Chang, 2005
4.a Motivation in China
Ought-to L2 Self as familial expectation
Ideal L2 Self as “entirely internalized ought-to self that surrounding people think one should be.”
Chen, 2012
4. Motivation in East Asia
• China
• Korea
• Japan
4.b Motivation in Korea
Interviews with Korean students in Toronto
Instrumentality is “internalized” into Ideal L2 Self or Ought-to L2 Self
Importance of cultivating friendships
Kim, 2006b, 2007, 2009
4.b Motivation in Korea
Tested strengths of Intrinsic, Introjected, Identified, Instrumental, and Integrated
Intrinsic orientation predicted achievement as measured by TOEIC
Pae, 2008
4. Motivation in East Asia
• China
• Korea
• Japan
4.c Motivation comparisons
• China
• Japan
• Iran
Taguchi, Magid, & Papi, 2009
4.c Motivation comparisons
SEM with three different samples (Japan, China, Iran)
Japanese and Chinese students Ought-to L2 Self stronger than Ideal L2 Self
Opposite for Iranian students
Taguchi, Magid, & Papi, 2009
5. Implications
Possible selves may be subject to “culture-bound definitions of the self”
MacIntyre, Mackinnon, & Clément, 2009
...in other words, “cross-cultural variation”
Dörnyei & Ushioda, 2009
• 1. Make use of Project-based learning• - model United Nations, group presentations, • debate
• 2. Focused Project-based learning for • different students• - songs, social studies
5. Implications
• 3. Focus on ESP that students need in • their futures
• 4. Introduce non-native English speakers
• 5. Provide effective feedback
5. Implications
• 6. First English teachers should be the best • trained teachers
• 7. Make students aware of their motivation
• 8. Make use of student reflection
5. Implications
Cycle of motivation generation
Creating the basic motivational conditions
Generating initial motivation
Maintaining and protecting motivation
Encouraging positive retrospective self-evaluation
Creating the basic motivational conditions
Generating initial motivation
Maintain & protecting motivation
Encouraging positive retrospective self evaluation
This week’s goal (for out of class activities)_________________________________________________________________________
Total Learning Time: (minutes)
Date Learning Contents Learning Time (minutes)
Reflection of this week:
Comments from your teacher:
Example of Out of class learning record(from Hiromori)
Conclusion
1. Motivation Theory
2. Demotivation
3. Motivation in Japan
4. Motivation in East Asia
5. Implications
Thank you!