Language learning motivation in Japan: How far have we have travelled ? What do we need to evolve further? Yoshiyuki Nakata Hyogo University of Teacher Education, Japan JALT CUE “Foreign Language Motivation in Japan July 2, 2011 (Toyo Gakuen University, Japan)
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Language learning motivation in Japan:
How far have we have travelled ? What do we need to evolve further?
Yoshiyuki Nakata
Hyogo University of Teacher Education, Japan
JALT CUE “Foreign Language Motivation in JapanJuly 2, 2011 (Toyo Gakuen University, Japan)
What is motivation?
Why motivation is so difficult to pin
down?
Why does each of us see motivation
differently?
1. Student motivation
2. Motivation versus motives
3. A multifaceted nature of motivation
4. Multiple perspectives of motivation
5. Various research methods
6. Different agendas (i.e., teachers, SLA researchers, teacher
educators)
7. L2 motivation research literature
8. Teacher educator’s challenge
9. Towards communication (i.e., learners, teachers,
SLA researchers, teacher educators)
To address these issues, I will discuss ……
• the term teacher educator here is used to refer to those teaching theories of motivation at graduate courses (whether in the field of SLA, educational psychology or teacher education).
My perspective: A teacher educator
My agenda:
How teacher educators (who are also motivation researchers)
can help teachers
to find ways to motivate their learners in the school context with full of limitations and constraints. (Nakata, 2009, 2010)
1. What is student motivation?
In the classroom context, the concept of student motivation is used to explain the degree to which students invest attention and effort in various pursuits, which may or may not be the ones desired by their teachers.
Student motivation is rooted in students’ subjective
experiences, especially those connected to their willingness to engage in lessons and learning activities and their reasons for doing so.
(Brophy, 2004, p. 4)
• Motives …
hypothetical constructs used to explain why people are doing what they are dong
(Brophy, 2004, pp. 3–4)
2. Motivation versus motives
Motivation versus motives
• Motivation …
is a theoretical construct used to explain the initiation, direction, intensity, persistence, and quality of behavior, especially goal-directed behavior…
(Brophy, 2004, pp. 3–4)
3. A multifaceted nature of motivation
• The social milieu
• The expectancy aspect
• The value aspect
(Brophy, 2008)
The social milieu
the place in which the learning takes place(e.g., the degree to which it is supportive vs. threatening;
addressing such questions about the classroom climate, learning community, classroom goal, etc.)
The expectancy aspect
the learner’s attributions, expectations, and self-efficacy perceptions (prospects for achieving learning goals; implications of success and failure;
addressing such questions as “What are my chances for succeeding here?” or “How can I protect my reputation if I fail?”)
The value aspect
the degree to which the learner values the opportunity to engage in the learning activity and acquire the knowledge or skills that it develops
addressing such questions such as “Why should I care about this?” or “What will I get out of it?”