Focus on the language learner: Motivation, Style and Strategies: ch. 10 in Norbert’s

1. Focus on the language learner: Motivation, Style and Strategies:ch. 10 in Norbert’s Ferhad M. AsadPishtiwan A. SabirMiqdad A. AzizMuhammad Barozhi Group work Presentation/ week 6th. By Afifa A.

2. Focus on the language learner: Motivation, Style and Strategies Introduction: Learner characteristics Succes in learning foreign language or L2 depends on some facters: • The duration and intensity of the language course • The characteristics and abilities of the teacher • The appropriateness of the teaching methodology • The quality of the text book • The size and composition of the learner group • The amount of natural L2 practice opportunities • And the characteristic of language learner

3. Characteristics outside the teacher’s control -There is two demographic variable which are age and gender. -Age -The traditional view has been that, the younger we start to learn a second language, the better chance for success we have. It is related to ‘critical period’ where a person needed to learn the L2 in the period before puberty. -Recent research shows that ‘the younger the better’ principle is only valid in environments where there is aconstant and natural exposure to L2. -Age has effect on pronunciation than other linguistic abilities such as: grammar and vocabulary

4. -gender The second facter, the learner’s gender, is important as research has found girls to outdo their male peers when it comes to language learning.

5. Language Aptitude This facter has been referred to under different names: a special ‘ability’, ‘gift’, ‘knack’, ‘feel’ or ‘flair’ for languages. -It means the natural ability to learn a language -It is best seen as the language-related aspect of intelligence, and it determines the rate of learning and the amount of energy the progress is likely to require of the learner. -Someone with a high aptitude will pick up the L2 relatively easily . -the majority of people are able to achieve a working knowledge of L2 regardless of their aptitude because there is a ‘will’

6. Motivation -Motivation is an important facter in learning L2. -Motivation can be promoted consciously. -by employing certain methods it is possible to change learners’ motivation in positive direction. -skills in motivating learners are an important aspect of any teacher’s methodological repertoire.

7. The Social Nature of L2 Motivation -Motivation to learn L2 is dfferent from the motivation to learn any other school subject. Because an L2 is not only a communication code, but a representative of the L2 culture where it is spoken. -The learning of a foreign language involves the adoption of new social and cultural behaviors. -L2 motivation will always have a strong sociocultural component, and having favourable attitudes towards language community may increase the motivation to learn their language.

8. Motivation as a Dynamic Process 2nd important factors of L2 motivation is a continuous process of changebut is not stable and static. Dornyei argues that motivation undergoes a cycle that has three phases: 1- Motivation needs to be generated, motivational dimension of this phase refers to ‘choice motivating’, motivation is generated then selection of goal or task. 2- The generated motivation should actively maintained and protected while the particular action lasts. This motivational dimension refers to ‘executive motivation or violation’ and its related to learning in classroom setting where students expose to a number of distracting influences such as off-task thoughts, anxiety of task, etc. which make it difficult to complete the task.

9. 3- ‘Motivationalretrospection’ which focus on learners retrospective evaluation of how thing went, is the final phase and completion of the action. In this phase the activities will be determined by the way that students use their past experience so they will be motivated to follow. There are many motives that associate above phases. People during contemplation of action will be affect by different factors, also looking to the past and evaluating it, new set of motivational factors will be generated. We have to focus on the most important motives discuss in psychology.

10. The most important motives to learn an L2 With regard to choice motivation, the most important components are values and attitudes related to the L2, L2 speakers and learning in general. These were focal issue in Gardner’s influential motivational theory, (which emphasis on broad sociocultural nature of L2 motivation). Three important concepts of this theory are: 1- ‘Integrative orientation’: reflects positive disposition toward L2 group and desire to interact with valued community members. 2- ‘Instructional orientation’: language learning is primary associated with the potential pragmatic gains such as getting better job or high salary. 3- ‘TheIntegrativemotive’ is a complex that made of three main parts: (a): Integrativeness(subsuming integrative orientation, interest in foreign language and attitude to L2 community), (b): attitudetothelearningsituation ( comprising attitudes toward teacher and course), (c): motivation ( made up of motivational intensity, desire and attitude to language learning).

11. ‘The expectancy of success and perceived coping potential’ is another important aspect of choice motivation, referring to learner’s confidence in being able to carry out the task with L2 learning. ‘Linguistic self-confidence’ is a key element that is a significant motivational subsystem in L2. Foreign language learning is not a matter of objective level of one’s language abilities but is subjective understanding of trust in oneself, that’s why some people with 100 words are able to communicate while others with thousands of words are not able. Learners’ initial beliefs will affect motivation, while unrealistic belief about time amount, will take to attain a level of language functioning which will lead to disappointment. Positive and negative messages from large environment (media, friends), have an important role in reinforcing and blocking learner’s initial commitment.

12. Most important aspect of ‘executive motivation’ relates to perceived quality of learning experience. By using Schumann’s framework, this quality dimension can be described. He argues (based on neurobiology research), that humans apprise the stimuli they receive from environment along five dimension: 1- ‘Novelty’ (degree of unexpectedness/familiarity). 2-’Pleasantness’ (attractiveness). 3- ‘Goal or need significance’ (whether stimulus is instrumental to achieve the goal or satisfying needs). 4-‘Coping potential’ (whether individual expects to be able to cope with the event). 5- ‘Self and social image’ (whether the event is compatible with social norms and individual self-concept).

13. Quality of learning experience, provide a broad coverage of a range of classroom specific issues and useful to look learner’s motivational role in learning experience separately. For teachers, motivational influence is a crucial factor and as a designated leaders they are the most visible figure in class that serve as a reference and standard. Their personal characteristic, the way that they model motivational values (how they praise and give feedback) have its own influence on learners’ commitment. Also parents’ role also is important since psychologists linked between school achievement and family characteristic and practice, also motivational influence of the whole learner group should take into consideration in learning process, there are evidences that show how learners’ initial enthusiasm was quickly killed by being called ’brain’ or a ‘creep’ by his peers.

14. Autonomy (or self-determination) is a second important constituent of executive motivation. Motivation and autonomy go hand in hand, that is ‘autonomous language learners are by definition motivated learners. Also there are researches that show the teachers’ orientation to autonomy, whether they are ‘autonomy supporting’ or ‘controlling’, also has role in student’s motivation with former leading to increase students involvement. Motivational Retrospection which is the last phase, involve the process where learners look back and evaluate how things went. Various characteristic will influence strongly, e.g. some learners gain positive imputes even from less than positive experiences while others may not be satisfied.

15. The most important motives to learn an L2 • feedback, praise and grades are the most important determination for learners for final self-evaluation. The nature of rewards are complex and they can function as double edged-sword, grades in particular, if there is much emphasis on them, getting good grades will be important than learning. • Correct Using of various learner strategies have a role on learners’ motivation in all phases. Being aware of ‘made-to-measure’ strategies (e.g. a computer devotee is told about an effective learning method of L2, by using computer games and tasks) might encourage learning. If learning strategies well used, it will increase one’s self confidence so lead to increased success. • Strategies and motivation are connected closely and most important function of this phase is for learners to extend the repertoire of personally usage strategies while it will work as a source for future learning.

16. Motivating learners Applying practical motivational techniques by teacher will help classroom participators, which should be valid and based on solid theoretical framework. Dornye used the model that we described above as an organized framework and addressed four principle of motivational teaching practice: 1- ‘Creating the basic motivational conditions’ (supportive classroom atmosphere, cohesive learner group with suitable group norms). 2- ‘Generating initial student motivations’ ( increasing their expectancy of success, related teaching material to learner, etc.). 3- ‘Maintaining and protecting motivation’(making learning stimulating, setting specific goals, increasing self confidence, promoting cooperation among learner, etc.) 4- ‘Encouraging positive retrospective self evaluation’ ( providing motivational feedback, offering rewards and grades in motivating manner, etc. )

17. Learning Style • The various learners approach learning in significant different manner is called Learning Style . We learn in different ways and what suits one learner may be inadequate for another. • Learning style seems to be relatively stable and so teachers may not have such a direct influence on this ,they can modify the learning tasks they use in their classes in a way that may bring learners with the best particular learning style preference. • Also some times learners can be encouraged to engage style stretching so as to incorporate approaches to learning they were residing in the past

18. Learning preference Researchers have attempted to develop a frame work that can usefully describe learners style preference. The following style preference are considered relevant and useful to understand the process of language learning: 1- Being Visual, auditory or hand-on. 2- Being more extroverted versus introverted. 3-being more abstract and intuitive versus more concrete and thinking in seep by stem sequence. 4-prefering to keep all options open versus being closure oriented. 5- Being more global versus more particular. 6- Being more synthesizing versus being more analytic.

19. How Style plays a role in language learning and languge use Suppose an instructor assign a task of reading a 500 word text about a new ‘dot.com’ organization on the market and then completing three activities that accompany the text. The learners are to write out the main point of the passage in one or two sentences, about the weaknesses and strengths and summarize the key points of the passage. In this example the following styles contrasts, concrete-sequential versus abstract intuiting, analytic versus synthesizing and particular versus global.

20. With regard to subtask calling for instance, the learners with a more abstract intuitive preference may take some clues from the text, but they may be more comfortable relying on their back ground knowledge and opinion to infer what is not stated in the text. But the more concrete sequential learner may focus more exclusively on the clues on the text and remain somewhat frustrated that the answer to the question is illusive since it cannot be found in the text.

21. Learner Strategies: Strategy Definition • Learners may use several strategies at the time of language learning to improve their performance. Second language researchers first noticed the importance of various learning strategies when they were examining the good language learner in the 1970s. The results indicated that it was not a merely high degree of language aptitude and motivations that caused some learners to excel but also the students own active and creative participation in the learning process through the application of individualized learning techniques.

22. L learning Versus L Use strategies L learning strategies refers to conscious and semi conscious thoughts and behaviors used by the learners with the explicit goal of improving their knowledge and understanding of a target language. L Use strategies refers to strategies for using the language that has been learned.

23. Four sub-set s of L use strategies 1- Retrieval strategies: Strategies used to call up language materials from storage. 2- Rehearsal Strategies: Strategies for practicing target language structures. 3- Communication Strategies: strategies to convey a message that is both meaningful and informative for the listener and reader. 4- Cover strategies: strategies for creating an appearance of language ability so as not to look unprepared, foolish or even stupid.

24. Self Motivating strategies This type of strategy will be used by the learners to increase or protect their existing motivation. This is a new area in educational psychology, but old researchers showed a positive effect of self-motivating strategy.

25. Communication strategies Communication strategies have primarily been viewed as the verbal ( Or no verbal) first aid devices which may be used to deal with problems or break downs in communication. These devices enable learners to stay active partners in communication even when things don’t go well. They may, for example, use communication strategies to steer the conversation away from problematic areas, to express their meaning in creative ways.

26. Some common used communication strategies 1-Avoidance or reduction strategies, leaving a message unfinished. 2-Achievement or compensatory strategies: Circumlocution: describing or exemplifying the target word you cannot remember. Approximation: using an alternative term which expresses the meaning of the word you cannot remember as closely as possible. Use of all purpose word: extending a general empty lexical item to contexts where specific words are lacking .

27. Some common used communication strategies 3- Stalling or time gaining strategies: use of fillers and other hesitation device: using filling words to fill pauses. Repetition: repeating a word more often. 4- Interactional strategies: Appeal for help: turning to the conversation partner for help. Asking for repetition: asking for repetition when you don’t hear. Asking for clarification: Expressing non understanding: Interpretive summary

28. Some common used communication strategies • Word coinage: creating a non existing L2 word based on a supposed rule. • Use of non linguistic means: gesture and facial expression. • Foreignizing: using L1 word by adjusting it towards the L2 phonologically. • Code Switching: including L1 word with L1 pronunciation.

29. Cognitive, meta-cognitive, affective and social strategies • One of the ways to classify strategies of learning is to classify it to two main groups: • 1. to categorize them to one these: cognitive, meta-cognitive, affective and social. • 2. according to the skill area to which they relate.

30. Cognitive • Encompasses the language learning strategies of identification, grouping, retention and storage of language material, as well as the language use strategies of retrieval, rehearsal and comprehension and production of words, phrases and other elements of L2.

31. Meta-cognitive • They are those processes which learners consciously use in order to supervise or manage their language learning.

32. Affective strategies • Serve to regulate emotions, motivational and attitudes. For example before job interview in L2, the learner may focus on the content rather than certain grammatical mistakes.

33. Social strategy • Is the action which the learner choose in order to interact with other learners and with native speakers. This strategy usually exposes the learner to the community and language.

34. Classifying strategies according to the skill area • There are four basic skills: listening and reading(receptive skills), speaking and writing (productive skills) • There are some other skills like vocabulary learning and translation

35. Sampling of strategies according to skill areas • 1. listening strategies. a) To increase exposure to new language: like listening to talk show and watching TV b) To become more familiar with the sound in the new L: like imitating the way native speakers talk. c) Listening to the native speakers to see how they stress the words and sentences. d) If the speaker is not understood, leaner should look at his gestures and body movement.

36. 2. reading strategy use: a) the learner should read materials that are in his level. b) Plan how to read, and monitor how the reading is going. c) Use clues to guess what the unknown words mean.

37. 3. speaking strategy • Practice new grammatical structure in order to get acquainted to different forms in different context. • Initiate conversation in the new language as often as possible. • Look in different ways to express new ideas with different words.

38. 4. writing strategy use: • Try to write different types of writing in the target language and look at how the academic writings have been ongoing. • Monitor your writing of an essay and before finishing check the ideas. • Before finishing revise the writing and look for feedback from others after you have showed them the writing.

39. 5. vocabulary strategies: • Memorizing new words, and make mental image of the new words in order to be able to recall them later. • In order to review the vocabulary, form time to time go over the words that you have memorized earlier. • In order to recall the vocabulary, try to remember the situation when the word was learned. • Try to put the new words into sentences and in different contexts.

40. Strategic use of translation: • In order to enhance the L2, write in L1 and then translate in L2. • In order to think and work in the target language try to pull out the L1 form mind

41. Self-Motivating Strategies It is another set of learner strategies in which learners apply certain self-management skills to overcome environmental distractions or distracting emotional or physical needs/states; in short, they motivate themselves.

42. Self-motivating strategies are made up of five main classes: 1. Commitment control strategies: For helping to preserve or increase the learners’ original goal commitment. 2.Meta-cognitive control strategies: For monitoring and controlling concentration, and for curtailing unnecessary procrastination. 3.Satiation control strategies: For eliminating boredom and adding extra attraction or interest to the task.

43. 4. Emotion control strategies: For managing disruptive emotional states or moods, and for generating emotions that will be conductive to implementing one’s intentions. 5. Environmental control strategies: For eliminating negative environmental influences and exploiting positive environmental influences by making the environment an ally in the pursuit of a difficult goal.

44. Pedagogical Implications: The Intersection of motivation, styles and strategies Steps for Style- and Strategies-based Instruction: The earlier discussion of learning styles underscored the importance of having learners determine their style preferences and be more cognizant of the fit between their style preferences and the strategies that they select for language learning and language use tasks.

45. The steps that teachers can take to make their instruction style- and strategies-based, along with motivating learners to engage themselves in this type of awareness-raising: 1. Raise learner awareness about learning style preferences and language learner strategies at the outset in order to generate motivation to be more conscious about style preferences and more proactive about the use of language strategies. 2. Find out which styles the learners favour, and which strategies the students may already use or may wish to add to their repertoire.

46. 3. Suggest and model what ‘style-stretching’ might look like, as well as modeling new strategies. 4. Provide a rationale for strategy use, since learners are likely to apply strategies or develop new ones only if they become convinced about their usefulness. 5. Provide guided exercises or experiences to help students put the strategies into practice. Encourage students to enhance their current strategy repertoire. 6. Encourage students to be willing to use such strategies even when it may mean taking risks.

47. 7. Highlight cross-cultural differences in how strategies might be employed. 8. Organize ‘sharing sessions’: From time to time ask students to share information about their learning style preferences and about the strategies they have generated or found particularly useful.

48. The Use of Style and Strategy Surveys There are various published learning style surveys, with the ‘Style Analysis Survey’ (Oxford, 1995: 208-215) being more focused on language learning than some of the other instruments. Teachers can administer self-report questionnaires that cover strategy use by skill area, communication strategies, or strategies classified in some other manner. with regards to student motivation, the main strategies a teacher can apply are listed in detail in Dörnyei (2001b), but even in this domain the self-motivating strategies previously mentioned would allow active learner participation.

49. Conclusion The individual difference variables of motivation, style and strategies are interrelated in numerous ways. If students with certain style preferences succeed in finding learning strategies that particularly suit them, such actions may also enhance their interest in the task and expectancy of success, which will in turn increase their motivation with this task and ideally with others. Similarly, effective and well-personalized communication strategies can increase the learners’ linguistic self-confidence and generate increased satisfaction in their L2 use.

50. Finally, a teacher who keeps learner self-motivating strategies firmly in mind can check periodically to make sure that they are in the learners’ repertoire and that they are doing everything to assist learners in keeping their motivational level high. Given the numerous other pedagogical issues to consider in the classroom, teachers may not feel that there is time to engage in this kind of top-down motivation, style and strategy planning for a given course. In reality, it may be just such planning which makes the teaching of a language course more productive for both the teacher and the students, as well as more enjoyable.