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SELF-ESTEEM, INHIBITION,
RISK-TAKING, ANXIETY,
challenge (i+1)
Types of motivation
Integrative: some people what to integrate into the target
language culture
Instrumental: someone who learns a language for their
career or other personal advantages (language is “an
instrument” to them); (Gardner & Lambert, 1972)
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Global: overall orientation towards the learning of L2
Situational: varies according to the situation in which
learning takes place (the classroom, the environment, etc.)
Task: for performing particular learning tasks (Brown, 1987)
Increasing intrinsic motivation
in learners
Arousing learner interest in task:
Varied topics and tasks
Visuals
Tension and challenge
Entertainment
Information gap
Personalisation (Ur, 1991: 281)
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Building rapport with students
Building learners’ self-confidence and autonomy
Learner attitudes towards:
the target language
target language speakers
the target language culture
the social value of learning L2
themselves as members of their own culture
Attitudes - characteristics
Cognitive and affective component
Intensity
Guide behaviour
Learnt
Relatively stable
Research methods
Indirectly:
- Semantic Differential Technique
Directly:
- Questionnaires (social desirability)
Learning styles
Age of acquisition
Critical period for L2 acquisition?
Socio-psychological (attitudes)
Additive biling. + +
Subtractive b. - +
Semilingualism - -
Monolingualism + -
Socio-structural perspective
Accommodation theory (Howard Giles)
Interethnic communication
convergence divergence
(social cohesion) (social distinctiveness)