Instructor: Heekyeong Lee, Ph.D.

GSTILE-TESOL/TFL

Monterey Institute of International Studies

Social-psychological approach

: Gardner & Lambert (1972); Gardner (1985)

: The socio-educational model of SLA

Individual-cognitive approach

: Deci & Ryan (1985)

: The self-determination theory (SDT)

Self-perspectives approach

: Dornyei (2009) – The L2 motivational self system

Dynamic-interactive approach

: Ushioda (2009) – A “Person-in-context relational view”

A social psychological approach: Gardner & Lambert (1972);

Gardner (1985)

Strong correlations between motivation and achievement

Motivation (instrumental & integrative orientations)

Focus on the quantity of motivation & antecedents of integrativeness in social milieu

Attitudes

Towards L2 and L2 community/speakers & instructional setting

Measurement: Attitude/Motivation Test Battery (AMTB)

No links with cognitive motivational concept in motivational psychology

Integrative orientation works in Canadian context

Fail to explain learner motivation in the classroom context (Crooks & Schmidt, 1991)

A cognitive approach Oppose Behaviorist’s learning theory (e.g. Hull, 1943) View humans as “volitional beings” autonomy,

competence, & relatedness Focus on cognitive nature (intrinsic) and the quality of

motivation Intrinsic (enjoyment, sense of challenge, skill development)

vs. Extrinsic (4 types: personal goals & aspirations) Measurement – Language Learning Orientation Scale

(LLOS: Noels et al., 2000) Intrinsic motivation strongly associated to achievement

(Vansteenkiste et al., 2006)

Less relevance to language motivation

Language learners may have little intrinsic pleasure from learning (Schmidt & Savage, 1994)

For most extrinsic “rewards” (e.g. social-integrative or pragmatic purposes) would be an end goal (Schmidt & Savage, 1994)

The Process Model of L2 Motivation (Dornyei & Otto, 1998)

People’s vision of themselves in the future

Ideal L2 Self – what one hopes to become and his or her ideal language ability

Ought-to L2 Self – what one believes they should be like, according to what others think

Implications: creating, strengthening, substantiating, keeping, operationalizing, counterbalancing the vision (the ideal L2 self)

Learners motivation is “inextricably bound up with their relationships with their teacher and fellow-learners, as well as significant others outside the immediate classroom context” (p.90).

From a Vygotskyan social-interactive view of learning, the relationship between intrinsic and extrinsic motivations is interdependent and dynamic: “Individual and sociocultural forces go hand in hand” (p.93).

“A person-in-context relational view of motivation”

Understand motivation in particular contexts and activities over time motivation as a dynamic situated process; it is socially distributed.

We need to view “motivation as an organic process that emerges through the complex system of interrelations” (Ushioda, 2009, p.220).

Cognitive goals

Metacognitive goals

Affective/social goals

Performative goals