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A principled approach to incorporating second language acquisition research into a teacher education programme
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Ellis, Rod. - : Centre for English Language Communication National University of Singapore, 2011
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The Motivation of Chinese Learners of English in a Foreign and Second Language Context
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Li, Qi. - : ResearchSpace@Auckland, 2011
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Abstract:
This study investigated differences in the motivation of Chinese EFL and ESL learners, changes in the motivation of Chinese ESL learners over a three month period of residence in an English-speaking country, and the effect of motivational strategy training on Chinese EFL learners’ motivation. This multiple-method study employed both quantitative and qualitative analyses. There were two phases in the study. In Phase One, the motivation of 132 EFL and 122 ESL learners was measured by means of a self-report questionnaire, which was adapted from Taguchi, Magid and Papi’s (2009) instrument based on Dörnyei’s (2005, 2009a) L2 Motivational Self System theory. In addition, 10 EFL and 11 ESL learners kept a diary of their English learning over a three month period. Their diaries were collected and analyzed to examine the ongoing changes in the learners’ motivation to learn English. Data collected from follow-up interviews supplemented the data from the learner diaries. In Phase Two, an intervention study was carried out, involving the same 10 EFL learners (five in the intervention group and five in the control group). The learners in the intervention group were provided with three months’ motivational strategy training. Data on the effect of the training were collected by means of learner diaries, follow-up interviews, and semi-structured interviews. The results showed that there were some notable differences in the motivation of Chinese EFL and ESL learners (i.e., difference in their Ideal L2 Self, their attitudes to L2 community and culture, instrumentality, their attitudes to learning English, and criterion measures). The overall motivation of the ESL learners was higher than that of the EFL learners. The results revealed individual changes and general patterns of change in the motivation of the ESL learners over the three month period of residence in New Zealand. Drawing on Dörnyei’s (2005, 2009a) L2 Motivational Self System, these motivational changes were analyzed in terms of three major dimensions: (1) ideal L2 self, (2) ought-to L2 self, and (3) L2 learning experience. According to the similarities and differences in the changes in their motivation, five learner types were identified based on these three dimensions. The learners belonging to three of these iv learner types were able to maintain or increase their overall motivation. Learners in the other two types were not able to maintain their overall motivation: Their motivation decreased over the three months. The results also showed that the effect of the motivational strategy training on the EFL learners’ motivation differed according to their motivation type. In the Conclusion chapter, the implications and limitations of the study are discussed and suggestions made for future research. ; Whole document restricted until October 2013, see Access Instructions file below for details of how to access the print copy.
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URL: http://hdl.handle.net/2292/7122
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A comparison of the effects of comprehension-based and production-based instruction on the acquisition of vocabulary and grammar by young Japanese learners of English
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