Ways of Investigating Motivation for Learning in Schoolchildren

Markova, A. K.

doi:10.2753/rpo1061-0405280621

Cited by 9 publications

(7 citation statements)

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“…Related to and derived from motives are goals, which explain actions done to carry out an activity, determining its character and direction but are also unstable and can be modified, postponed, or abandoned (Lantolf & Appel, 1994). Motivation for language learning, from an AT perspective, results from the alignment of a motive, goal, and sense of participation in a new community of practice (Kim, 2007); motivation's development depends on the learner positing goals for himself or herself (Markova, 1990).…”

Section: An Activity Theory Perspective On Fl Learningmentioning

confidence: 99%

What Shapes Short-Term Study Abroad Experiences? A Comparative Case Study of Students’ Motives and Goals

Allen

2009

Journal of Studies in International Education

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This comparative case study explored the motives and goals of two American students participating in short-term study abroad (SA). Findings, interpreted from an activity theory perspective, demonstrated that despite similar language-learning histories and demographic characteristics, the students were learning French and participating in SA for different reasons. Dissimilarities between their language-learning motives and goals for SA led to differences in their experiences using French and interacting with host families and, later, to shifts in goals and language-learning strategies. These findings offer support for a relational definition of the context of learning during SA wherein context is emergent from individuals’ language-learning motives and reasons for engaging in SA, goals for SA, and resulting actions. Practical implications of this study include the need for intervention in student learning during SA.

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Section: An Activity Theory Perspective On Fl Learningmentioning

confidence: 99%

What Shapes Short-Term Study Abroad Experiences? A Comparative Case Study of Students’ Motives and Goals

Allen

2009

Journal of Studies in International Education

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“…From an activity theory perspective, motivation for language learning (illustrated in Figure 1) results from the alignment of a motive and goal with a sense of participation (Lave & Wenger, 1991) in a new community of practice (Kim, 2007), and the development of motivation is contingent on the learner having learned to posit goals for him‐ or herself (Markova, 1990). As Pavlenko and Lantolf (2000) explained, a learner becomes a participant in a new discursive space through intentional social interactions with members of the other culture.…”

Section: Introductionmentioning

confidence: 99%

Language‐Learning Motivation During Short‐Term Study Abroad: An Activity Theory Perspective

Allen

2010

Foreign Language Annals

183

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This study investigated the development of language‐learning motivation during short‐term study abroad (SA) for six intermediate‐level students of French. Taking an activity theory perspective, findings demonstrated that one of two orientations motivated participants to study or continue studying French at the college level: linguistic motives or career‐oriented motives. The choice to study abroad was seen as either a critical step to achieving fluency or a means of travel and cultural learning. Enhanced language‐learning motivation emerged to varying degrees for participants with linguistically oriented motives for learning French who viewed SA as a language‐learning experience but not for participants with primarily pragmatic reasons for learning French and participating in SA. Implications of the study include the need for curricular intervention in student learning abroad.

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“…is the general orientation of a student's activeness (Markova, 1990) and it becomes a motive once it is directed at an object (Allen, 2010). As an object is the central focus of an activity system, the objectification of a need transforms it into a motive, thereby giving direction to the activity (Engeström, 1999).…”

Section: Figure 1 the Structure Of A Human Activity System (Engeströmentioning

confidence: 99%

“…As an object is the central focus of an activity system, the objectification of a need transforms it into a motive, thereby giving direction to the activity (Engeström, 1999). More specifically, a motive is the cultural-psychological-institutional impetus that is considered to be both inherently unstable and transformed as the activity is developed over time (Lantolf & Thorne, 2006;Markova, 1990). In turn, an activity comprises a series of actions, and actions are oriented toward goals.…”

Section: Figure 1 the Structure Of A Human Activity System (Engeströmentioning

confidence: 99%

Language learning motivation in collaborative online international learning: an activity theory analysis

Nishio

Fujikake

Osawa

2020

JVE

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This study investigated the development of language learning motivation in an American student of Japanese, Jason, during a mobility-based Collaborative Online International Learning (COIL) project with a Japanese institution. Drawing on an activity theory perspective, this qualitative case study analyzed the student artifacts of the project as well as of interview and fieldnote data to illustrate the transformational process. Findings demonstrate how Jason’s pre-COIL motives (pragmatic, cultural, linguistic, and intellectual) were negotiated while participating in the COIL project. Through interacting with Japanese students, Jason’s preexisting linguistic demotivation was reversed by his positive reevaluation of his own oral skills, which enhanced his desire for higher proficiency. The project also stimulated Jason’s intellectual motive to learn Japanese using technology, leading to his autonomous choice to research language learning and technology, and to create a podcast. It is argued that Jason’s motivation for Japanese learning was enhanced through the social process, during which motives were transformed along with personal significance to him.

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Ways of Investigating Motivation for Learning in Schoolchildren

Cited by 9 publications

References 0 publications

What Shapes Short-Term Study Abroad Experiences? A Comparative Case Study of Students’ Motives and Goals

What Shapes Short-Term Study Abroad Experiences? A Comparative Case Study of Students’ Motives and Goals

Language‐Learning Motivation During Short‐Term Study Abroad: An Activity Theory Perspective

Language learning motivation in collaborative online international learning: an activity theory analysis

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