334symposia pennington (1)

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Attitudes and Motivation in Language Learning:

An Ecological View

Martha C. Pennington


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Travel

Self-development

Participating in diversity

Cross-cultural communication

Educational access or enhancementHigher earning power or better job prospects

The pursuit of international partnerships and

opportunities in business

Some Reasons for Wanting to AcquireAdditional Language Competence


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language as relations between people and the world,and on language learning as ways of relating more

effectively to people and the world.

[van Lier, L. (2004). The ecology and semiotics oflanguage learning: A sociocultural perspective.

Norwell, Mass.: Kluwer Academic, p. 4.]

Focus of an Ecological Approachto Language Learning


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seeks to understand the dynamic relations of learners and the world,

whether it is at a macrolevel (e.g. culture, history, or socioeconomic

status) or at a microlevel (e.g., interactions physical objects, or

dialogues);

[allows] for broad understandings of cultural, historical, social,

institutional, and linguistic phenomena in the classroom;

recognize[s] the significance of the context and its mediating role for

human minds and actions and, furthermore, consider[s] development as

inseparable from the contexts of activities.

[Da Silva Iddings, A. C. and Jang, E.-Y. (2008). The mediational role of classroom

practices during the silent period: a new immigrant student learning the English language

in a mainstream classroom. TESOL Quarterly,42(4), 567-590; p. 570]

A Social Sciences View of an Educational Ecology


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As a language learner adapts to the exotic tones, rhythms, andimagery of a second language, gains exposure to the cultural

values and self-concepts embodied in its words and discourse

patterns, and comes to understand that the language skills

which allow a person to strengthen ties to one community can

weaken bonds to another, the learners sense of identity issubject to change. How individual learners respond to this

opportunity (or threat) of change may enhance or inhibit their

motivation to learn the second language.

[Richards, S. (1998). Learning English in Hong Kong: Making

connections between motivation, language use, and strategy choice. In

M. C. Pennington,Language in Hong Kong at centurys end, 303-328.

Hong Kong: Hong Kong University Press; p. 292.]


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Community attitudes that welcome and expect the learning of second languages help

to minimize the effects of individual differences in language learning aptitude and

language class anxiety that can affect learning outcomes.

Communities which have strong ethnolinguistic vitality, i.e. in which their ethnic

group and their language are well-established and in which they do not feel that theyare under threat of loss of their language or identity, provide a social-psychological

basis for effective language learning.

Students who are confident and have a high sense of their own self-efficacy, that is, a

strong sense of self-determination and ability to succeed, are also those who are

successful in language learning.

Individual differences in social attitudes give rise to individual differences in

motivation, which in turn are responsible for variability in achievement or outcomes

(linguistic and non-linguistic)

Differences in language learning achievement or outcomes can in turn affect attitudesand motivation.

Robust Findings About Attitudes and Language Learning


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1. It is a good thing to have English as the main official language of Hong Kong.

2. English is the mark of an educated person.

3. When using English, I do not feel that I am Chinese any more.4. If I use English, I will be praised and approved of by my family, relatives, and friends.

5. At times I fear that by using English I will become like a foreigner.

6. I should not be forced to learn English.

7. To read English magazines is a kind of enjoyment.

8. I do not feel awkward when using English.

9. I love conversing with Westerners in English.

10.The Cantonese language is superior to English.11. I like to see English-speaking films.

12. If I use English, it means that I am not patriotic.

13. If I use English, my status is raised.

14. I feel uncomfortable when hearing one Chinese speaking to another in English.

15. My history, geography, and mathematics textbooks should be written or translated into Chinese.

16. I wish that I could speak fluent and accurate English.

17. I feel uneasy and lack confidence when speaking English.

18. The use of English is one of the most crucial factors which has contributed to the success of Hong Kong's

prosperity and development today.

19. The English language sounds very nice.

20. I would take English even if it were not a compulsory subject in school.

21. I feel uneasy when hearing a Chinese speaking English.

22. English should not be a medium of instruction in the schools in Hong Kong.

23. The command of English is very helpful in understanding foreigners and their cultures.

[Pierson, H. D., Fu, G. S., and Lee, S. Y. (1980). Analysis of the relationship between language attitudes andEnglish attainment of secondary students in Hong Kong.Language Learning,30, 289-316.]

English Version of Direct Attitudes Questions


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English outer values (achievement/competition values)having to do with success, stylishness, and academicachievement

Chinese inner values (family/co-operation values) havingto do with tradition, home, and solidarity

Pennington, M. C. (1998). Introduction: Perspectives on language inHong Kong at centurys end.Language in Hong Kong at centurys end,

3-40; p. 13.]

Language Symbolism


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[M]otivation provides the primary impetus to embark on learning, and later thedriving force to sustain the long and often tedious learning process.

[M]otivation to learn a foreign language involves all those [attitudes] and cognitionsthat initiate language learning, determine language choice, and energise the

language learning process.

Due to the complex nature of language itselfit is at the same time a communicationcode, an integral part of the individuals identity, and the most important channel ofsocial organizationL2 motivation is a highly eclectic and multifaceted construct,consisting of a range of different motives associated with certain features of the L2(e.g. various attitudes towards the L2), the language learner (e.g. self confidence or

need for achievement), and the learning situation (e.g. the appraisal of the L2 courseof the teacher).

[Drnyei, Z. (2004). Motivation, In Byram, M. (ed.), Routledge encyclopedia oflanguage teaching and learning, 425-432. London and New York: Routledge; p. 425.]

What is Motivation?


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Instrumental vs. Integrative

Types of Motivation

Amotivation

[Drnyei, Z. (2001), Teaching and researching motivation. Harlow,

UK: Longman. Vallarand, R. J. (1997). Toward a hierarchicalmodel of intrinsic and extrinsic motivation.Advances inExperimental Social Psychology,29, 271-360.]

Extrinsic vs. IntrinsicLearning

AchievementStimulation


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For Learning English Type of Motivation

Higher Earning Power 33% instrumental

Better Job Prospects 28% instrumental

Travel 20% communicative

Emigration 12% integrative

Interest 6% intrinsic

For Learning Putonghua

Patriotism 34% intrinsic

Communication 27% communicative

Higher Earning Power 19% instrumental

Better Job Prospects 15% instrumental

Emigration 12% integrativeGovernment Post 6% instrumental

[Wai, S.-w. (1993).English or Mandarin: On attitudes towards language use and the trend of second language

learning in Hongkong. Dissertation submitted to the Institute of Linguist Educational Trust, London. Cited

in Pierson, H. D. (1998). Societal accommodation to English and to Putonghua in Cantonese-speaking Hong

Kong. In M. C. Pennington,Language in Hong Kong at centurys end, 91-111. Hong Kong: Hong Kong

University Press; p. 106.]

Motivation for Language Learning


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The majority of students are highly extrinsically motivated to learn English.

High English attainment (especially listening proficiency in social English),

intrinsic motivation, and perceived self-choice in English learning are closely

related.

Extrinsic motivation is no guarantee of high English attainment.

An individual can have both intrinsic and extrinsic motivation for learning

English, but those with the highest English attainment tend to be moreintrinsically motivated than extrinsically motivated.

[Lin, A., and Detaramani, C. (1998). By carrot and by rod: Extrinsic motivation and English

attainment of tertiary students in Hong Kong. In M. C. Pennington, Language in Hong

Kong at centurys end, 285-301. Hong Kong: Hong Kong University Press; p. 298.]

Main Findings of Lin and Detaramani Study


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1. External regulation refers to the least self-determined form of extrinsic motivation, coming

entirely from external sources such as rewards or threats (e.g. teachers praise or parental

confrontation.

2. Introjected regulation involves externally imposed rules that the student accepts as norms to

be followed in order not to feel guilty (e.g. rules against playing truant).

3. Identified regulation occurs when the person engages in an activity because he or she highly

values and identifies with the behaviour, and sees its usefulness (e.g. learning a language

which is necessary to pursue ones hobbies or interests).

4. Integrated regulation is the most developmentally advanced form of extrinsic motivation,involving choiceful behaviour that is fully assimilated with the individuals other values,

needs and identity (learning English because its proficiency is part of an educated

cosmopolitan culture one has adopted).

[Deci, E. L., & Ryan, R. M. (1985).Intrinsic motivation and self-determination in human behavior. New

York: Plenum.

Cited in Drnyei, Z. (2001), Teaching and researching motivation. Harlow, UK: Longman, p. 28.]

An Extrinsic Motivational Cline


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Autonomy (i.e. experiencing oneself as the origin of ones

behaviour),

Competence (i.e. feeling efficacious and having a sense of

accomplishment),

Relatedness (i.e. feeling close to and connected to other individuals).

[Deci, E. L., & Ryan, R. M. (1985).Intrinsic motivation and self-determination in

human behavior. New York: Plenum.

Cited in Drnyei, Z. (2001), Teaching and researching motivation. Harlow, UK:

Longman, p. 29.]

People will be more self-determined in performing a

task to the extent that they experience:


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Attribution: processing ones past experience

Self-efficacy: judging ones own abilities andcompetence

Self-esteem: attempting to maintain ones self

worth

[Adapted from Drnyei, Z. (2001), Teaching and researching motivation.Harlow, UK: Longman, pp. 20-21.]

Determinants of the Expectancy of Success

in an Educational Setting


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Successful previous performance

Vicarious learning (scaffolding, observing models)

Verbal encouragement and praise by others

Reducing anxiety and stress

[Adapted from Bandura, A. (1993). Perceived self-efficacy in cognitivedevelopment and functioning.Educational Psychologist,28, 117-148.]

Ways to Raise Learners Sense of Self-Efficacy


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1. They direct attention and effort towards goal-relevantactivities at the expense of actions that are not relevant.

2. They regulate effort expenditure in that people adjust theireffort to the difficulty level required by the task.

3. They encourage persistence until the goal is accomplished.

4. They promote the search for relevant action plans or taskstrategies.

[Drnyei, Z. (2001), Teaching and researching motivation. Harlow, UK:Longman, p. 26.]

How Do Goals Affect Performance?


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Enhancing learner autonomy and freedom of choice;

Enhancing students feelings of competence, self-efficacy and self-esteem by

providing aid and scaffolding for tasks so they can perform them and by valuing

their work and contributions to class;

Providing social support in terms of group activities and facilitation;

Setting challenging and specific goals;

Providing opportunities for intrinsic motivation by learning, achievement, and

stimulation;

Helping them to see the usefulness of learning behaviors and to understand how

those behaviors relate to and fit with their own values, needs, and identity, thereby

aiding students to regulate their own learning and to move from extrinsic externalregulation to intrinsic internalize regulation of their own behavior.

Ways Language Teachers Can Contribute to

Students Positive Motivation


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Variable work requiring creative responses and problem-solving

Large, complex tasks

Performance of work geared to achieve major, central results

Self-controlled work

Self-managed individualized growth plan

Self-designed action research to assess and change performance

Two-way lateral feedback in group reflection, problem-solving,

and idea-sharing

[Adapted from Pennington, M. C. (1992b). Motivating English language teachersthrough job enrichment.Language, Culture and Curriculum,5, 199-218; p. 209,Table 1.]

Ways to Increase Language TeachersMotivation and Commitment


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Variable work requiring creative responses and problem-solving

Large, complex tasks

Performance of work geared to achieve major, central results

Self-controlled work

Self-managed individualized growth plan

Self-designed action research to assess and change performance

Two-way lateral feedback in group reflection, problem-solving, and idea-

sharing

[Adapted from Pennington, M. C. (1992b). Motivating English language teachersthrough job enrichment.Language, Culture and Curriculum,5, 199-218; p. 209,Table 1.]

Some Questions Relating to Attitudes and Motivation

in Language Learning and Teaching in the Hong Kong Context


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Are the curriculum and teaching-learning expectations for languagesupported by attitudes in the society and those of teachers and learners?

To what extent are languages being taught in a way that matches the

reasons and motivations Hong Kong citizens have for learning them?Does the teaching and learning of languages have a healthy connection tothe teaching and learning of other subjects?

To what extent are the curriculum and teaching methods geared to HongKong students and the Hong Kong educational ecology?

To what extent are languages being taught in an FL vs. a SL orientation?

To what extent are the Hong Kong language curriculum and the teachersof individual classes promoting activities to reduce classroom anxiety sothat students will feel comfortable using a language other than Chinese inclass?

Some More Questions Relating to Attitudes and Motivation



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To what extent are languages being taught in ways that motivates learning?

e.g.

encouraging choice and self-direction

helping to build a sense of self-efficacy

building interest in the language and its associated culture

being task-oriented and goal-oriented

improving students language learning skills and abilities

Is there a specific emphasis on improving students ability and motivationto learn languages, such as through enhancing their sense of self-efficacy,helping them develop intrinsic motivation, and offering practice in a widerange of language learning strategies?

To what extent are language teachers attitudes and motivations being

addressed in teacher education and professional development?

Further Questions Relating to Attitudes and Motivation


334symposia pennington (1)

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