(no subject)
Ladies and Gentlemen, I present to you my Linguistics presentation for tomorrow: A decent chunk of it anyway, or at the very least as much as I can bestir myself to do before I get bored again
Ok, so these guys, Csizer and Dornyei did a study in Hungary. They got about 8500 students 13 to 14 years old on two different occasions, one in 1993 and then in 1999.
They used a technique called structural equation modelling to interpret the relationship between several variables in a large framework.
They decided to measure motivational factors by using hte criterion of the student's choice for their second language and the amount of effort they intended to exert in learning that language
DISCUSSION: Why use intended effort rather than direct results of language learning
They identified 7 different components that make up motivation:
Integrativeness: The learner wants to become part of the L2 community and become like speakers of L2.
Instrumentality: THe pragmatic benefits of being proficient in L2. They recognise that it is the perceived usefulness of proficiency in L2 that provides the most motivation
Attitudes towards the L2 speakers/community: Refers in this study to the learner's attitudes towards direct contact with the L2 native speakers and community
Cultural interest: Appreciation of cultural products associated with L2 such as films, tv programs, music and so forth
Vitality of hte L2 community: THe perceived importance and wealth of the L2 community. The perceived importance is considered to be made up of 3 sociocultural factors: status factors, demographic factors and institutional support factors
Linguistic self-confidence: Reflects a confident, anxiety-free belief that the learner is capable of mastering the L2. Obviously this includes their beliefs about their ability to reach goals successfully and about their own coping potential in general
Milieu: Can be summarised as peer pressure, aka the perceived influence of significant others such as parents, family, and friends. It specifically doesn't cover education specific motives such as the role of teachers.
Csizer and Dornyei measured the relationship of these components to their two criterion measures, language choice and intended effort. They got their results by getting the students to answer a questionnaire, which asked them to answer questions such as "people around me think it is good to know a second language" and "I would feel anxious to speak a second language"
Ok, so these guys, Csizer and Dornyei did a study in Hungary. They got about 8500 students 13 to 14 years old on two different occasions, one in 1993 and then in 1999.
They used a technique called structural equation modelling to interpret the relationship between several variables in a large framework.
They decided to measure motivational factors by using hte criterion of the student's choice for their second language and the amount of effort they intended to exert in learning that language
DISCUSSION: Why use intended effort rather than direct results of language learning
They identified 7 different components that make up motivation:
Integrativeness: The learner wants to become part of the L2 community and become like speakers of L2.
Instrumentality: THe pragmatic benefits of being proficient in L2. They recognise that it is the perceived usefulness of proficiency in L2 that provides the most motivation
Attitudes towards the L2 speakers/community: Refers in this study to the learner's attitudes towards direct contact with the L2 native speakers and community
Cultural interest: Appreciation of cultural products associated with L2 such as films, tv programs, music and so forth
Vitality of hte L2 community: THe perceived importance and wealth of the L2 community. The perceived importance is considered to be made up of 3 sociocultural factors: status factors, demographic factors and institutional support factors
Linguistic self-confidence: Reflects a confident, anxiety-free belief that the learner is capable of mastering the L2. Obviously this includes their beliefs about their ability to reach goals successfully and about their own coping potential in general
Milieu: Can be summarised as peer pressure, aka the perceived influence of significant others such as parents, family, and friends. It specifically doesn't cover education specific motives such as the role of teachers.
Csizer and Dornyei measured the relationship of these components to their two criterion measures, language choice and intended effort. They got their results by getting the students to answer a questionnaire, which asked them to answer questions such as "people around me think it is good to know a second language" and "I would feel anxious to speak a second language"