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Plenary speech/workshop at the KUIS 2014 Summer Seminar, July 5, 2014, Kansai University of International Studies, Amagasaki, Japan.
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The “state” of L2 motivation in Japan:
When a state is not a state
Matthew AppleRitsumeikan UniversityDept of Communication
What is “motivation”?
DefinitionsWhat is “motivation”?
Definitions
“[M]otivation can be defined as the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritised, operationalised, and…acted out.”
(Dörnyei & Otto, 1998, p. 65)
What is “motivation”?
Definitions
Motivation explains …
- why a particular activity? - how long they will persist? - what effort they invest in it?
Definitions
Motivation explains …
- why? - how long? - how hard?
Definitions
Motivation explains …
- why? - how long? - how hard?
ChoicePersistenceEffort
Do your students have motivation?
Can you motivate students?
“How can I motivate my students to study English?”
“How can I motivate my students to study English?”
“How can I get my students do what I tell them?”
“How can I motivate my students to study English?”
“My students have no motivation.”
“How can I motivate my students to study English?”
“My students have no motivation.”
“My students have no motivation.”“My students are not motivated.”
“My students have no motivation.”“My students are not motivated.”
Is motivation something you can have or be?
Definitions
“[M]otivation can be defined as the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritised, operationalised, and…acted out.”
(Dörnyei & Otto, 1998, p. 65)
What is “motivation”?
Definitions
“[M]otivation can be defined as the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritised, operationalised, and…acted out.”
(Dörnyei & Otto, 1998, p. 65)
Motivation is not…
Motivation is not…but…
Motivation is not a state but a
dynamic cumulative active
process
Overview
1. Motivational Theories
2. Parameters and Changing Motivations
3. Aspects of Motivation in Japan
4. Implications
• Published in October 2013• Multilingual Matters
- E. Ushioda- 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
1. Motivational Theories
Expectancy-value
Goal
Socio-educational
Self-determination
Social psychological
Socio-dynamic
1. Motivational Theories
Expectancy-value
Goal
Socio-educational
Self-determination
Social psychological
Socio-dynamic
1. Motivational Theories
Socio-educational
Self-determination
Socio-dynamic
1. Motivational Theories
Socio-educational
Self-determination
Socio-dynamic
Integrative Desire to identifywith L2 society
- Friendship- New identity
Instrumental Desire to achieve apractical goal
- Pass a test- Get a job
1a. Socio-educational model
Integrative Desire to identifywith L2 society
- Friendship- New identity
Instrumental Desire to achieve apractical goal
- Pass a test- Get a job
1a. Socio-educational model
1a. Socio-educational model
(Gardner, 2002)
Integrative Desire to identifywith L2 society
- Friendship- New identity
Who is the “L2 society”?1a. Socio-educational model
International Posture
Interest in or favorable attitudes towards other cultures
The “L2 society” = “the world”?
(Yashima, 2002)
1a. Socio-educational model
International Posture
Interest in or favorable attitudes towards other cultures
Is there no value to rewards?1a. Socio-educational model
Instrumental Desire to achieve apractical goal
- Pass a test- Get a job
1. Motivational Theories
Socio-educational
Self-determination
Socio-dynamic
1. Motivational Theories
Socio-educational
Self-determination
Socio-dynamic
Intrinsic Needs to come from within
- Powerful- Successful over
long term
Extrinsic External to the learner
- Can be effective- Usually short
term
1b. Self-determination theory (Deci & Ryan, 1985)
Development of internalization of the autonomous self
Text
Text
Identified Regulation
TIntrinsic Motivation
Integrated Regulation
External Regulation
Amotivationt
Introjected Regulation
1b. Self-determination theory
(Ryan & Deci, 2002)
Motivation is related to:
1. Autonomy - capacity to choose to engage in – certain activities
2. Competence - ability to carry out an activity and to rise to a challenge
3. Relatedness - feeling of security between learner and others (family, friends, teacher,
classmates)
1b. Self-determination theory
“Motivational interventions” (or “strategies”)
1. Autonomy - capacity to choose to engage in – certain activities
2. Competence - ability to carry out an activity and to rise to a challenge
3. Relatedness - feeling of security between learner and others (family, friends, teacher,
classmates)
1b. Self-determination theory
1. Motivational Theories
Socio-educational
Self-determination
Socio-dynamic
1. Motivational Theories
Socio-educational
Self-determination
Socio-dynamic
1a. L2 Motivational Self System (Dörnyei, 2005, 2009)
Reconceptulization of integrativeness in terms of L2 self concept
• Ideal L2 Self
• Ought to L2 Self
• L2 learning experience
1a. L2 Motivational Self System (Dörnyei, 2005, 2009)
“Possible” or “imagined” selves
• Ideal L2 Self the self one desires to become
• Ought to L2 Self the self one is obliged to
become
• L2 learning experience situation-specific
1a. L2 Motivational Self System (Dörnyei, 2005, 2009)
“Self-congruency” - guides push us toward/away
• Ideal L2 Self the self one desires to become
• Ought to L2 Self the self one is obliged to
become
• L2 learning experience situation-specific
Promotion focus
Prevention focus
1a. L2 Motivational Self System (Dörnyei, 2005, 2009)
“Self-congruency” - guides push us toward/away
People are motivated to reduce the discrepancy between who they currently are and who they want to be / do not want to be (Higgins, 1987)
“Possible L2 selves” are not motivations, but motivators (self-guides, self-concepts)
1a. L2 Motivational Self System (Dörnyei, 2005, 2009)
“Self-congruency” - guides push us toward/away
People are motivated to reduce the discrepancy between who they currently are and who they want to be / do not want to be (Higgins, 1987)
Ideal L2 Self > Ought-to L2 Self
Motivation is:
1. Individualistic - dependent upon context triggered by specific events
2. Dynamic - in response to specific attractors part of a larger web of
connections both stable and unpredictable changeable over time
non-linear
1b. Person-in-situation/Dynamic systems
1. Motivational Theories
Socio-educational
Self-determination
Socio-dynamic
Which of these theories of motivations might help explain or fit your current classrooms?
2. Parameters and Changing motivations
From Elementary School to University
• Demotivation over time
• More prevalent among male students
• Introduction of English at primary school potential problem
Irie & BrewsterJohnsonNishida
2a. Initial motivation to demotivation
Parameters = systematic restrictions
• Mandatory content, not chosen by students
• Large class sizes vs. individual needs
• Failure = personal and public
• Exam/quiz-based assessments dominateNakata
2b. Curricular and classroom contexts
Six primary demotivating factors:1.Teachers2.Class 3.Experience of failure4.Class environment5.Learning materials6.Lack of goals/interest
Kikuchi
2c. What leads to “demotivation”?
3. Aspects of Motivation in JapanInternational posture and willingness to communicate
Ideal L2 Self and Ought-to L2 Self
Different motives at different times
3. Aspects of Motivation in JapanInternational posture and willingness to communicate
Ideal L2 Self and Ought-to L2 Self
Different motives at different times
- Willingness to communicate and International Posture predict motivation
- Interaction with foreigners enhances International Posture
- Use of L2 in projects (imagined community of practice) increases motivation
Yashima Nishida Aubrey & Nolan
3a. International posture and willingness to communicate
3. Aspects of Motivation in JapanInternational posture and willingness to communicate
Ideal L2 Self and Ought-to L2 Self
Different motives at different times
- Well-developed Ideal L2 Self leads to greater learning outcomes
- Clearly developed Ought-to L2 Self is also needed
- Ought-to L2 Self may be more pertinent than Ideal L2 Self for some learners
Apple, Falout, & Hill Irie & Brewster Munezane Taguchi
3b. Ideal L2 Self and Ought-to L2 Self
3. Aspects of Motivation in JapanInternational posture and willingness to communicate
Ideal L2 Self and Ought-to L2 Self
Different motives at different times
- Exam performance may be an alternative to international posture for short term
- Short-term goal setting and international contact can lead to long term motivation
- Motivational fluctuation may indicate student growth and learning
Hiromori Hayashi
Johnson Nitta
3c. Different motives at different times
3. Aspects of Motivation in JapanInternational posture and willingness to communicate
Ideal L2 Self and Ought-to L2 Self
Different motives at different times
4. Implications
“How can I motivate my students to study English?”
4a. “Motivational intervention”
Framework of “motivational teaching practice”
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
Dörnyei, 2001Dörnyei & Ushioda, 2011
4a. “Motivational conditions”
4b. “Motivational” strategies1. Set a personal example with your own behavior2. Create a pleasant, relaxed atmosphere in the classroom3. Present the tasks properly4. Develop a good relationship with the learners5. Increase the learners’ linguistic self-confidence6. Make the language classes interesting7. Promote learner autonomy8. Personalize the learning process9. Increase the learners’ goal-orientedness10. Familiarize learners with the target language culture
Dörnyei & Csizér, 1998
4b. “Motivational” strategies1. Set a personal example with your own behavior2. Create a pleasant, relaxed atmosphere in the classroom3. Present the tasks properly4. Develop a good relationship with the learners5. Increase the learners’ linguistic self-confidence6. Make the language classes interesting7. Promote learner autonomy8. Personalize the learning process9. Increase the learners’ goal-orientedness10. Familiarize learners with the target language culture
Dörnyei & Csizér, 1998
• 1. Make use of project-based learning• 2. Focus on ESP for future needs • 3. Introduce non-native English speakers• 4. Provide effective feedback• 5. First English teachers should be the best • trained teachers • 6. Become more aware of students’ motivation• 7. Make use of student reflection
4c. Pedagogical Implications
• 1. Make use of project-based learning• 2. Focus on ESP for future needs • 3. Introduce non-native English speakers• 4. Provide effective feedback• 5. First English teachers should be the best • trained teachers • 6. Become more aware of students’ motivation• 7. Make use of student reflection
4c. Pedagogical Implications
• 1. Make use of project-based learning• 2. Focus on ESP for future needs • 3. Introduce non-native English speakers• 4. Provide effective feedback• 5. First English teachers should be the best • trained teachers • 6. Become more aware of students’ motivation• 7. Make use of student reflection
4c. Pedagogical Implications
• 1. Make use of project-based learning• 2. Focus on English for Specific Purposes • 3. Introduce non-native English speakers• 4. Provide effective feedback• 5. First English teachers should be the best • trained teachers • 6. Become more aware of students’ motivation• 7. Make use of student reflection
4c. Pedagogical Implications
• 1. Make use of project-based learning• 2. Focus on ESP for future needs • 3. Introduce non-native English speakers• 4. Provide effective feedback• 5. First English teachers should be the best • trained teachers • 6. Become more aware of students’ motivation• 7. Make use of student reflection
4c. Pedagogical Implications
• 1. Make use of project-based learning• 2. Focus on ESP for future needs • 3. Introduce non-native English speakers• 4. Provide effective feedback• 5. First English teachers should be the best • trained teachers • 6. Become more aware of students’ motivation• 7. Make use of student reflection
4c. Pedagogical Implications
• 1. Make use of project-based learning• 2. Focus on ESP for future needs • 3. Introduce non-native English speakers• 4. Provide effective feedback• 5. First English teachers should be the best • trained teachers • 6. Become more aware of students’ motivation• 7. Make use of student reflection
4c. Pedagogical Implications
• 1. Make use of project-based learning• 2. Focus on ESP for future needs • 3. Introduce non-native English speakers• 4. Provide effective feedback• 5. First English teachers should be the best • trained teachers • 6. Become more aware of students’ motivation• 7. Make use of student reflection
4c. Pedagogical Implications
• 1. Make use of project-based learning• 2. Focus on ESP for future needs • 3. Introduce non-native English speakers• 4. Provide effective feedback• 5. First English teachers should be the best • trained teachers • 6. Become more aware that students’
motivation can change over time• 7. Make use of student reflection
4c. Pedagogical Implications
• 1. Make use of project-based learning• 2. Focus on ESP for future needs • 3. Introduce non-native English speakers• 4. Provide effective feedback• 5. First English teachers should be the best • trained teachers • 6. Become more aware of students’ motivation• 7. Make use of student reflection
4c. Pedagogical Implications
5. Final thoughts
5. Final thoughts
5. Final thoughts
5. Final thoughts
5. Final thoughts
5. Final thoughts
5. Final thoughts
5. Final thoughts
5. Final thoughts
The “state” of L2 motivation in Japan:
When a state is not a state
Matthew AppleRitsumeikan UniversityDept of Communication
Thank you!
L2 Selves and Motivations in Asian ContextsO. Takeuchi & M. Ueki (Japan)M. Gu & D. Qu (China - SAR Hong Kong)S.-A. Chen (China - Taiwan)I.-L. Chen & H.-T. Huang (China - Taiwan)R. Gonzales & M. Lopez (Philippines)Ö. Koçer (Turkey)S. M. Thang, P. Gobel, & S. Mori (Japan, Malaysia, Thailand, Taiwan)A. Padwod & K. Dixit (India)P. Dougherty (United Arab Emirates, Bangladesh)T.-Y. Kim (Korea)Q-M. Zhang (China)M. Lamb, S. P. Astuti, & N. Hadisantosa (Indonesia)
Fall 2015