Annotated Bibliography
Kim, Sun Mi; Noh, Me Young; Park, Ha Jeong
Citation 1:
Engin, A. (2009). Second language learning success and motivation. Social Behavior & Personality: An International Journal, 37(8), 1035-1041.
Summary:
The author emphasized the prominent role of integrative motivation in foreign language learning. The author studied the relationships among integrative, instrumental, and work avoidance motivations and students’ success in second language learning. A total of 44 students from two English preparatory classes at Ataurk University in Turkey were randomly selected. The participants completed an achievement test and a questionnaire. The results of the questionnaire were categorized according to the three motivation types. The results were analyzed in terms of percentage rates and through an analysis of variance (ANOVA) according to gender, age, and the class.
The analysis indicated that integrative motivation was more positive than instrumental motivation in students’ second language learning. Although there was a close relationship between the students’ success and instrumental motivation, instrumental motivation did not seem as effective as integrative motivation in their course of study. The results of the study suggested that students who were willing to invest their time and efforts in second language learning and had the desire to achieve something were more likely to succeed in second language learning. The analysis also suggested that the success of students and work avoidance motivation were negatively correlated. Students who had a high level of work avoidance motivation tended to avoid studying, which affected their academic achievement in learning a foreign language to a great extent.
Review:
Heavily influenced by the work by Gardner and his associates, research into motivation for the most part has focused on two distinctive motivations for learning a second language or a foreign language: integrative motivation and instrumental motivation. This division of motivation into the instrumental and the integrative has attracted much interest as evidenced by a multitude of research studies. In this article, the author confirmed the importance of integrative motivation in a study of foreign language learning. The more integrative and instrumental motivation a student has, the less work avoidance he or she experiences. Thus, the findings provide valuable pedagogical insights into the second language education that teachers should utilize such learning tools as activities that can facilitate positive motivation while debilitating work avoidance motivation.
Citation 2:
Csizér, K. , & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89(1), 19-36.
Summary:
In an attempt to answer recent challenges to the notion of integrativeness in Foreign Language Learning (FLL), the authors set out to evaluate the internal structure of L2 motivation, which has received less attention rather than the concepts or impact of motivation on L2 achievement measures. The authors examined attitudinal/ motivational factors in terms of two measures: 1) the student’s language choice for future L2 studies, and 2) the amount of effort the students intend to exert on learning a given language. The survey data of 8,593 Hungarian pupils, 13 to 14 years old on their motivation to learn five different foreign languages (English, German, French, Italian, and Russian) on two occasions, in 1993 and 1999 were used as a basis of this research. This study focused on more stable and generalized motives rather than situation-specific motives that are closely related L2 learners’ immediate learning environments.
In this study, the authors proposed to the model of the L2 motivational system based on Higgins’s self-discrepancy theory, which contains the three components: Ideal L2 Self, Ought-to L2 Self, and L2 learning experiences. In this model, integrativeness is included in Ideal L2 Self, which indicates that one’s ideal L2 self represents one’s wish to become a competent L2 speaker. The results suggested that integrativeness was the single most important factor in the generalized motivational disposition of language learners
Review:
In the 21st century, as English has become an international language in a globalized world (Crystal, 2003; Widdowson, 1993), English has been separated from separated from its native speakers and culture (Skutnabb-Kangas, 2000); thus, integrativeness defined by Gardner as identification with the speakers of target community might lack relevance in today’s’ world (as cited in Csizer & Kormos, 2008). The answer authors presented in this article is a shift of awareness into integrativeness in Foreign Language Learning. In this research, the authors interpreted integrativeness in a broader sense instead of an existing concept of identification with an existing native speaker community. It should be noted that students regarded an imagined cosmopolitan community of international L2 speakers as a group they intended to join.
Citation 3:
Kormos, J. & Csizer, K. (2008). Age-related differences in the motivation of learning English as a foreign language: Attitudes, selves, and motivated learning behavior. Language Learning, 58(2), 327-355.
Summary:
This article discusses the motivation for learning English as a foreign language in three different learner populations: secondary school pupils, university students, and adult language learners in Budapest, the capital of Hungary. A total of 623 students responded questionnaires containing 76 questions for secondary school students and university students and 72 questions for adult learners. The questions aimed to identify the most important factors in L2 learning motivation and the construct of instrumentality in light of tree three new variables: Ideal L2 Self, Ought-to L2 Self, and international Posture. The reliability assessments and factor analyses were used to analyze and interpret the data collected.
This article discusses the motivation for learning English as a foreign language in three different learner populations: secondary school pupils, university students, and adult language learners in Budapest, the capital of Hungary. A total of 623 students responded questionnaires containing 76 questions for secondary school students and university students and 72 questions for adult learners. The questions aimed to identify the most important factors in L2 learning motivation and the construct of instrumentality in light of tree three new variables: Ideal L2 Self, Ought-to L2 Self, and international Posture. The reliability assessments and factor analyses were used to analyze and interpret the data collected.
The authors reported that language learning attitudes and the ideal L2 self are the key factors in students’ L2 motivation to learn English in all three groups. The results also suggested that the traditional construct of instrumentality that is assumed to belong to the component of L2 learning experiences needs to be reexamined, indicating no clear utilitarian dimensions emerged in secondary school students. According to the analysis of regression models, it is not clear whether it is possible to separate language learning experiences from one’s Ideal L2 Self. The findings showed a strong correlation between learner’s milieu and their view of themselves. In addition, the models of motivated behavior demonstrated considerable variation across the three different age groups. For adolescent language learners, interest in English-language cultural products was the most influential factor, and international posture as an important predicative variable was deemed significant in the two older learner groups.
Review:
This article presents a significant work, lending empirical supports for ones’ image as a competent L2 user of Dornyei’s theory of the motivational self-system. The analysis of the models of motivated behavior suggests considerable differences across age group; thus, highlights the importance of the age of learners as well as the setting in second/foreign language learning. Therefore, from a pedagogical perspective, it is highly important for the teachers employ a wide variety of motivational strategies for all age groups that can help develop favorable attitudes to learning and have positive a effect on students’ ideal L2 self.
This article presents a significant work, lending empirical supports for ones’ image as a competent L2 user of Dornyei’s theory of the motivational self-system. The analysis of the models of motivated behavior suggests considerable differences across age group; thus, highlights the importance of the age of learners as well as the setting in second/foreign language learning. Therefore, from a pedagogical perspective, it is highly important for the teachers employ a wide variety of motivational strategies for all age groups that can help develop favorable attitudes to learning and have positive a effect on students’ ideal L2 self.
Citation 4:
Cummins, J. (2005). A proposal for action: Strategies for recognizing heritage language competence as a learning resource within the mainstream classroom. The Modern Language Journal, 89(4), 585-592.
Summary:
In this article, the author proposes some directions for promoting heritage language resources, asking for language educators to reexamine current monolingual instructional assumptions. The author pointed out that a rapid, massive heritage language competence loss among children in the early years of schooling occurs due to lack of opportunities and organization supports. The knowledge of heritage langue is deemed to be an interfering factor in both language learning and academic achievement. However, the author argued that children can more successfully attain their academic goals in language learning when they are based on well-established cultural and linguistic identities. He articulated heritage language should be viewed as individual, community, and national linguistic and intellectual resources. Thus, educators should communicate the value of home langue and culture to students, and reinforce their heritage language proficiency within both school and out-of-school contexts. Most important, students should feel proud in their use of heritage language as a valuable component of their identities.
In this article, the author proposes some directions for promoting heritage language resources, asking for language educators to reexamine current monolingual instructional assumptions. The author pointed out that a rapid, massive heritage language competence loss among children in the early years of schooling occurs due to lack of opportunities and organization supports. The knowledge of heritage langue is deemed to be an interfering factor in both language learning and academic achievement. However, the author argued that children can more successfully attain their academic goals in language learning when they are based on well-established cultural and linguistic identities. He articulated heritage language should be viewed as individual, community, and national linguistic and intellectual resources. Thus, educators should communicate the value of home langue and culture to students, and reinforce their heritage language proficiency within both school and out-of-school contexts. Most important, students should feel proud in their use of heritage language as a valuable component of their identities.
Review:
This provocative article signifies that students benefit more when they maintain cultural and linguistic identities while learning another language. Author’s position is in line with Vygotsky who asserted that the natural sociability of children in their first language lays the foundation for their intellectual development. The children can more successfully attain their academic goals in second language learning when they are based on well-established competence in the first language or heritage language. Thus, the author rightly calls for an action for the educators to help their students develop more balanced perspectives as to language and in turn successfully to cope with the threats to their identity while learning a new language.
Citation 5:
Svinicki, M. (2008). What they don't know can hurt them: The role of prior knowledge in learning. Retrieved from http://www1.umn.edu/ohr/teachlearn/resources/guides/dontknow.
Summary:
The author asserts the importance of prior knowledge of learners in learning and tells us how to use learners' prior knowledge in teaching. Dr. Svinicki points out prior knowledge affects how the learnber cognizes new information. "Jargon"-full lectures cannot make any sense to the learners because they have no scaffolds/prior knowledge to connect the new information. She also points out how an incorrect prior knowledge prevents students from perceiving an entire lecture. Another importance of prior knowledge Dr. Svinicki noted is that it affects how students systematize new information. Students use well-established structure to incorporate new information. The profusion of the connections will affect a lot on students' understanding so teachers can take advantage of their prior knowledge.
The author asserts the importance of prior knowledge of learners in learning and tells us how to use learners' prior knowledge in teaching. Dr. Svinicki points out prior knowledge affects how the learnber cognizes new information. "Jargon"-full lectures cannot make any sense to the learners because they have no scaffolds/prior knowledge to connect the new information. She also points out how an incorrect prior knowledge prevents students from perceiving an entire lecture. Another importance of prior knowledge Dr. Svinicki noted is that it affects how students systematize new information. Students use well-established structure to incorporate new information. The profusion of the connections will affect a lot on students' understanding so teachers can take advantage of their prior knowledge.
Dr. Svinicki recommended using prior knowledge intentionally when teachers present new information. The students can be benefitted from monitoring their own prior knowledge and using them in learning new information. Recognizing what they already know in relation to the new material will provide students with scaffolds to move on. Finally, the author urged teachers to check for faulty prior knowledge regularly. The students could have a different concept about what teachers taught and teachers should ask what they have learned in classes to check if they interpreted arbitrarily.
Review:
According to this article, prior knowledge is an essential learning tool to use in class. Not only teachers but also students take advantage of existing kowledge. For teachers, they should check what students in class are familiar with like cultures and use them as a scaffold of learning. It will make students confident because they will feel they know something about the things the teacher is trying to convey in class. When Dr. Svinicki mentioned that learners may have faulty conception on what is being taught and should be checked what they think they learned, as it may obvious to happen miscommunications, I realized how often we forget the fact and assume what they understood is what we have taught.
According to this article, prior knowledge is an essential learning tool to use in class. Not only teachers but also students take advantage of existing kowledge. For teachers, they should check what students in class are familiar with like cultures and use them as a scaffold of learning. It will make students confident because they will feel they know something about the things the teacher is trying to convey in class. When Dr. Svinicki mentioned that learners may have faulty conception on what is being taught and should be checked what they think they learned, as it may obvious to happen miscommunications, I realized how often we forget the fact and assume what they understood is what we have taught.
Citation 6:
Zhang, X. & Head, K. (2009). Dealing with learner reticence in the speaking class. ELT Journal, 64 (1). doi:10.1093/elt/ccp018. Retrieved from http://eltj.oxfordjournals.org.libproxy.lib.csusb.edu/content/64/1/1.full.pdf+html.
Summary:
This article investigates how to deal with learner reticence at a university in the People's Republic of China. Based on her failure in the first year, the author try to make students want to speak English. In the first year, students were unwilling to participate in class activities such as role plays, simulations, and group discussions, considering those activities time wasters. At the end of the first year, both the teacher and students faced poor accomplishment results and students listed the reasons of failure in feedback questionnaires placing “too many discussion” on the top. The author concluded the reason of failure in class is reticence to participate in speaking activities and decided to involve students in designing the course and activities. The goal was to improve students’ motivation and make them interested and relevant in learning.
This article investigates how to deal with learner reticence at a university in the People's Republic of China. Based on her failure in the first year, the author try to make students want to speak English. In the first year, students were unwilling to participate in class activities such as role plays, simulations, and group discussions, considering those activities time wasters. At the end of the first year, both the teacher and students faced poor accomplishment results and students listed the reasons of failure in feedback questionnaires placing “too many discussion” on the top. The author concluded the reason of failure in class is reticence to participate in speaking activities and decided to involve students in designing the course and activities. The goal was to improve students’ motivation and make them interested and relevant in learning.
The author pointed out that Asian students are more unwilling to speak in class than the western students. With several reasons including cultural and educational environment, students rarely participate voluntarily in speaking activities. Pointing out that the reticence of students is not innate and can be changed, the author approaches to the students differently in the second year.
The author asked two questions one after another in class. One was why they have to learn English, which will help students recognize their needs and goals of learning. According to their answers, she asked the second question, which was how to meet the needs and achieve the goals. Through discussion, they came up many ways to pursue their learning objectives and some of them were actually they had done in the first year with unwillingness. Now students realized why they do certain activities which they planned in advance. Students' motivation increased and the author and the students could enjoy the remarkable result at the end of the second year.
Review:
As a teacher in Korea, Asia, I often face the same problem with the author. Most students are reluctant to speak out for several reasons such as shyness, lack of confidence, or saving their face in front of classmates. The author gave the students autonomy of their learning from goal settings, planning courses, and complementing activities through discussions. This autonomy itself was a motivation of learning because students decided and became an owner of the class hours. Getting a good result at the end of the year seemed a natural consequence. Even though the test result had not been better than before, the learning experience they had during the second year will be a precious asset for their learning in the future.
As a teacher in Korea, Asia, I often face the same problem with the author. Most students are reluctant to speak out for several reasons such as shyness, lack of confidence, or saving their face in front of classmates. The author gave the students autonomy of their learning from goal settings, planning courses, and complementing activities through discussions. This autonomy itself was a motivation of learning because students decided and became an owner of the class hours. Getting a good result at the end of the year seemed a natural consequence. Even though the test result had not been better than before, the learning experience they had during the second year will be a precious asset for their learning in the future.
Citation 7:
Suparp. S., Todd, R.W., & Darasawang. P. (2006). Supporting language learning from a computer game. Computer Assisted Language Learning Online 7(2). 3-15.
Summary:
Exposure to authentic language input is crucial for successful language learning. In these days, computer games are one of the most popular forms of entertainment for students, and some computer games provide extensive exposure to English. Three researchers, Suparp, Todd and Darsawang (2006) interviewed users of popular game, Championship manager 4, and studied the relation between English learning and computar simulation games at King Mogukut's University of Technology Thonburi (KMUTT) in Bangkok. This sports computer simulation game is about managina a football team. Users can choose either a vernacular or an English version. When they choose an English version, they have to learn English vocabulary for successful game results.
Exposure to authentic language input is crucial for successful language learning. In these days, computer games are one of the most popular forms of entertainment for students, and some computer games provide extensive exposure to English. Three researchers, Suparp, Todd and Darsawang (2006) interviewed users of popular game, Championship manager 4, and studied the relation between English learning and computar simulation games at King Mogukut's University of Technology Thonburi (KMUTT) in Bangkok. This sports computer simulation game is about managina a football team. Users can choose either a vernacular or an English version. When they choose an English version, they have to learn English vocabulary for successful game results.
English vocabulary in this game was not enough to fulfill English learners’ needs in the beginning, because this game was not developed for English learning purpose. But popularity of this game led to the development of more English contents for English learning game users. This research has shown that there is a clear demand for learning English learning while playing non-educational computer games in English.
Review:
This article shows the effectiveness of computer games for English learning. The use of computer games in second language learning has grown exponentially over the last twenyty years or so, but the development of educational computer games alone cannot fulfill the needs of students. Such worldwide populatiry of computern games incorporating English language contents will provide the users and the learners with opportunities with which they acquire English in an easier, faster, and interesting way than before. In this sense, computer gaems can be an effective learning tool that can promote motivation in second language learning.
This article shows the effectiveness of computer games for English learning. The use of computer games in second language learning has grown exponentially over the last twenyty years or so, but the development of educational computer games alone cannot fulfill the needs of students. Such worldwide populatiry of computern games incorporating English language contents will provide the users and the learners with opportunities with which they acquire English in an easier, faster, and interesting way than before. In this sense, computer gaems can be an effective learning tool that can promote motivation in second language learning.
