Motivation and Second-Language Acquisition

Gardner, R. C.; Smythe, P. C.

doi:10.3138/cmlr.31.3.218

Cited by 153 publications

(180 citation statements)

References 2 publications

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“…Motivation in learning second language can be affected by positive behaviour towards second language (Clement, Dornyei & Noels, 1994). This is also supported by Gardner (2007) (Hochschild, 2003;Ashkanasy & Daus, 2001). Interesting and fun classroom can encourage students to engage in learning (Boekaerts, 2010).…”

Section: Students' Motivation In Second Language Classroommentioning

confidence: 76%

“…There are two dimensions of motivation in second language learning: motivation to take any opportunity to learn language and motivation in language learning situation (Gardner, 2007). This is relevant to Dornyei's (1994) concept of motivation in language learning who argues that there are three elements of motivation in second language learning: motivation relating to the content of subject, relating to teacher and group.…”

Section: Students' Motivation In Second Language Classroommentioning

confidence: 99%

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Redefining the Potential Role of Charismatic Language Teachers in Creating Supportive Academic Atmosphere Through Students’ Motivational Arousal

Suryani¹

2016

JSH

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Charismatic language teachers have considerable potentials to nurture motivations in their students. They have personal magnetism which frequently they exhibit through their characters, communication, and how they develop relationship with their students. Charismatic teachers tend to be energetic, emphatic, warm, express confidence, love challenge, communicate vision, develop warm communication, put concern, trust, be inspiring and motivational. These characters allow them to be role model and inspire their motivation to their students. Their trusting behaviour also can lead to the creation of supportive classroom climate since supportive learning situation needs sense of autonomy. By having this sense of autonomy, students can voice their perspectives, beliefs and finally develop their autonomy self-regulation. By using their personal aura, charismatic language teachers can stimulate their students' inner motivation.

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Section: Students' Motivation In Second Language Classroommentioning

confidence: 76%

Section: Students' Motivation In Second Language Classroommentioning

confidence: 99%

Redefining the Potential Role of Charismatic Language Teachers in Creating Supportive Academic Atmosphere Through Students’ Motivational Arousal

Suryani¹

2016

JSH

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Section: Learner Attitudes and L2 Acquisitionmentioning

confidence: 99%

“…Learners with positive attitudes are more likely to achieve better success than those with negative attitudes towards the learning of the L2 language (Dörnyei, 1994;Feenstra, 1967;Gardner, 1960;Gardner & Lambert, 1959;Lambert, Gardner, Olton, & Tunstall, 1968;Svanes, 1988). When their attitudes are positive, they are more inclined to become motivated to learn the language and accordingly more willing to dedicate more time and effort to the learning endeavor (Culhane, 2004;Gardner, 1968;Gardner, Masgoret, & Tremblay, 1999), as well as more behaviourally, cognitively, and affectively engaged in learning the L2 (Gardner, 2007).For example, in their comparative study, Scott, Bell, and McCallum (2009) found that students who were less positive about L2 learning performed more poorly than those who were more positive even though both groups of the students wanted to learn the target language well. The reason is that attitudes can indirectly affect language performance through motivation (Gardner, Lalonde, Moorcroft, & Evers, 1987).…”

mentioning

confidence: 99%

The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

Zhang

Song

Shen

et al. 2014

AJET

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This paper reported on a study of using blogs as out-of-class assignments for the development of learners' writing competence. There were 36 students of English majors from an intact second language (L2) writing class participating in this study. A mixed method design was employed to obtain both quantitative and qualitative data. The results showed that blog-based peer feedback had a statistically significant positive correlation with learners' motivation, collaboration, and course satisfaction. The findings also revealed that the feedback was conducive to learners' self-reflection and self-confidence in L2 writing and could give rise to an enhanced L2 writing experience. The study concludes that group collaborative writing via blogging can not only encourage collaboration and self-reflection but also engage learners in noticing and co-construction of knowledge. Pedagogical implications and challenges are addressed and suggestions for future research are advanced. IntroductionThe use of weblogs, more commonly known as blogs, for social communication has been growing in popularity in recent years across the globe. The number of blog users is increasing at an exponential rate each year. Take the case of China. By the end of December 2011, the total number of blog users had climbed to 319 million, an increase of 8.2% for the same time period in 2010 (Tencent IT, 2012). The active users of micro-blogs arrived at 254 million in 2011, an increase of 150.7% over 2010 (NetEase Tech, 2012). Chinese netizens are taking advantage of this novel form of communication to enjoy freedom of speech, to a larger extent, and blogs have become a crucially important avenue for the netizens to express their own views about personal interests, politics, and social issues. The same phenomenal growth of blogging can also be seen elsewhere. For instance, in the United States, an estimated number of blog readers reached 122.6 million in 2011, with a 2.5% increase over the previous year (Reese, 2012). In South Korea, most of the Internet users (89.7%) were social networking service (SNS) users, and more than 70% of these SNS users used blogs in 2011, which accounted for 84.0% of the respondents surveyed (Korea Internet & Security Agency, 2012). Obviously blogging has, at least to some extent, become part of social life for people in the digital era, without the demarcation of physical boundaries, social ideologies, race, and complexion.In the educational sphere blogs have been explored for promoting teaching and learning (Brescia & Miller, 2006;Ellison & Wu, 2008). Kim (2008) found that blogs are advantageous over traditional computer-mediated communication (CMC) applications in terms of their affordances of interactivity, openness, visualization, and decentralization. A vast multitude of other studies (e.g., Churchill, 2009;Glogoff, 2007;Halic, Lee, Paulus & Spence, 2010;Huck, 2007;Kang, Bonk, & Kim, 2011;Yang, 2009;Williams & Jacobs, 2004) have also acknowledged the educational advantages of integrating such a social media tool into the c...

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“…He indicated that instrumental motivation is defined as the desire to achieve proficiency in a language for utilitarian, or practical reasons, may also related proficiency and thus; it will encourage performers to interact with second language speakers in order to achieve certain ends. Gardner (2007) educational context and cultural context have vital role in the formation of motivation. Skehan (1989) made distinguishes among four main sources of motivation.…”

Section: Introductionmentioning

confidence: 99%

Relation between Socio-economic Status and Motivation of Learners in Learning English as a Foreign Language

Khansir

Jafarizadegan

Karampoor

2016

TPLS

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Abstract-The purpose of this article is to discuss Relation between Socio-Economic Status and Motivation ofLearners in Learning English as a Foreign Language, in Iran. Motivation has played an important role in global language activity, and it has been as one of the real strategies used in foreign language setting in general and in English language as a foreign or second language in particular. We are, English language teacher have never neglected motivation and its relation with socio-economic status in teaching and learning English language in classrooms. In this work, investigators selected two hundred and thirty Iranian learners who studying in third grade high school in Boushehr city. In this article, both female and male students of ten high schools were participated in order to collect data. The one of instruments of this study is designed based on Garnder's AMTB (1985). The AMTB questionnaire utilized in the study consists of the sections: Integrative component; Motivation component; Orientation component. Another instrument of this paper is designed based on Bourdieu's (1986) in order to collect data from family socio-economic status of students. The finding of this paper indicated that most of the independent variables especially economical capital has appositive relation with motivation in EFL learning. In addition, the results of the study revealed noticeable evidence of the existence of a strong relationship between socio-economic status and motivation in language learning (English as a FL).

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Motivation and Second-Language Acquisition

Cited by 153 publications

References 2 publications

Redefining the Potential Role of Charismatic Language Teachers in Creating Supportive Academic Atmosphere Through Students’ Motivational Arousal

Redefining the Potential Role of Charismatic Language Teachers in Creating Supportive Academic Atmosphere Through Students’ Motivational Arousal

The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

Relation between Socio-economic Status and Motivation of Learners in Learning English as a Foreign Language

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