Motivation and stories

1. Motivation and stories Kang, Nam-Joon

2. Storytelling, Story reading, Story writing? What?

3. What is story?

4. Story telling? Story  Sequence of events. Narrative. Story telling? Storytelling is the conveying of events in words, and images, often by improvisation or embellishment

5. Story with words

6. Story with Images

9. Why use stories? • Stories are told for different purposes.  ethical, didactical, entertaining etc.

10. As a means of teaching language • Exposure • Use • Motivation • Instruction

11. Exposure • To a rich but comprehensible input of real spoken and written language in use

12. Use • Of the language to do things

13. Instruction • In language

14. Motivation • To listen and read the language and to speak and write it

15. What is motivation?

16. Affect One’s ‘affect’ toward a particular thing or action or situation or experience is how those fits in with one’s need or purposes, and its resulting effect on one’s emotions

17. Affect Achieve Affect Something you like Fail to achieve

18. Why is Affect important?

19. Learning (in this article) is • Showing some sort of change in how we react to what is going around us.- evidence of learning • Learning itself – making some sort of change in internal resources in our brain e.g. Teaching - Helping someone else to make needed changes in his or her internal resources

20. Memory to recollect • Not like a polaroid picture • Just remember pieces of information through retrieving • That remembered memory is colored by other affective factors either negative or positive • In that 5 senses, non verbal and verbal, visual, aural etc affect

21. From New to memory • New experiences do the same with the retrieving process • Face new things goes into the working memory with some filtering but without filtering by your affective filter • In order to move the new experience to go to From the working memory to long term memory, it is affected by all the affective variables.

22. Piece 1 Memory New experiences Piece 2 Long term Memory storage Piece 3 Piece 4 Worktable Working memory Affective variables 5 senses Retrieving Parts

23. Piece 1 Memory New experiences Piece 2 Long term Memory storage Piece 3 Piece 4 Worktable Working memory Shuffled Recombined compared By preexisting knoweldge Affective variables 5 senses Retrieving Parts

24. Memory • Lasting but changeable, changeable but lasting • The brain does not file Polaroid pictures… or audiotapes… There seem to be no permanently held pictures of anything, even miniaturized, no microfiches or microfilms, no hard copies… whenever we recall a given object [or whatever], we [are getting] a newly reconstructed version of the original • Damasio(1994:100)

25. Implication on ELT

26. History • 1900: direct method • 1925: grammar translation method • 1950: audio lingual method • 1976: communicative approaches

27. Psychology of learning Cognitive theory CLT Behaviorism Audio Lingual Interactionism

28. Affective Block Failure in learning Hilgard, 1963 All the optimal cognitive factors Operating Brown, 1972 Purely cognitive theories of learning will be rejected unless a role is assigned to affectivity. Ernest Hilgard, 1963

29. Affective Block Failure in learning Hilgard, 1963 May be Successful? All the optimal cognitive factors Operating Brown, 1972 Need affective domain Gardner & Lambert, 1972 demonstrated the feasibility of classroom methodology oriented to the affective side of human behavior (Savignon 1972; LaForge 1971; --)

30. Implication on Story using in ELT • In order to increase affective domain.

31. What language?How to select storybooks Language: Input Hypothesis Krashen: Comprehensible Input • i + 1

32. How to select storybooks ? Cognitively appropriate topics: (Holderness, 1991, Cameron, 2001,Williams, 1991)     Informative : Cross curricular content.    Uninformative: Daily and emotional topics.  Topic initiation of children. (Ellis, 1990, Long, 1981, Wells, 198o)

33. Selection of stories Psychological development Fiction/nonfiction Informative/daily emotional Cognitively appropriate Various Genre Fantasy Adventure Contemporary realism Historical realism Folktales Linguistically appropriate

34. Selection of tasks Psychological development Egocentric Factor Cognitively appropriate Various tasks Social Factor Cognitive style Linguistically appropriate

35. General affective areas

36. 1. Egocentric factors

37. 1) Imitation • Imitative behavior in L1 is highlighted but not in L2 using behavioristic framework (Miller and Dollard, 1941; Mower, 1960) • Affective imitative behavior  identification, modeling, dependence, and inhibition emerge as important factors in personality development Ausubel, 1952: satellizers, those who tend to attract imitators and nonsatellizers, usually imitators of and dependent upon superordinate figures

38. These two are not fully explored • Affective imitation: differences among persons in reproducing actions, attitudes, or linguistic behavior exhibited by models of various kinds. • Linguistic repetition: a form of psycho-motor imitation  ? Effective in learning?

39. 2) Ego: Thinking and feeling human organism • The self knowledge, self-esteem, and self-confidence of the language learner could have everything to do with success in learning a language. • Guiora et al., 1972: identity conflict exist regardless of age and motivation of the learner. Even in cases of instrumentally motivated language learning. • A strong language ego is thus conceivably positively correlated with success in second language learning. • So need ego enhancement drive. Role playing using story characters Interpret the issue from the view of story characters Solving problem as if the one is story characters Miming using story characters

40. 3) Inhibition (ego boundaries) • Guiora et al. 1970the notion of ego boundaries is crucial to second language learning task. • Alcohol decrease inhibition and increase pronunciation ability but affected muscular tension. • Anyway it needs more experiments. Songs Dancing Fun Games

41. 2. Social Factors • The human being is a social animal and the chief mechanism for maintaining the bonds of society is language. Interacts and reflects Society Language 1 Failure in L2 Learning So need interact with the L1 society in L2 learning

42. Understanding society All socially oriented language learning problems Culture Introversion/extroversion Aggression Empathy

43. Empathy • The process of putting yourself into someone’s else’s shoes, of reaching beyond the self and understanding and feeling what another person is understanding or feeling; it is probably the major factor in the harmonious co-existence of individuals in society. • Kinesthetic, and other paralinguistic modes of communication facilitate the process of empathizing. • Language is one of the primary means of empathizing.

44. Introversion vs Extroversion 1) It can be different depend on cultures. Extrovert students being better in L2 learning is a misleading perception. Only beneficial in speaking ? (Guiora, 1972) 2) So in L2 classroom the followings should be checked.  how do the activities, e.g., drama, pantomime, humor, and a high degree of overt personality exposure affect on the part of each student? 3) Relationship between Kinesthetic factors and communicativity, Introversion and Extroversion should be reconsidered.

45. Aggression • A sequence of behavior the goal of which … is injury of the person toward whom it is directed (Dollard, Doob, Miller, Mowrer, and Sears, 1939). • Frustration to aggression, injured and damaged objects, ‘Primordial reaction to frustration‘ (Freud, 1920). • Is perhaps a behavior for survival  consistent refusal to be aggressive in mere self-defense, physically and emotionally, could result in physical or mental illness and or death. • Aggression could be a central factor determining ‘motivation, and foreign language teaching methods might indeed capitalize on aggressive behavior. • Aggression can be directly linked to motivation. • Aggressive determination to complete the lesson successfully will bring resolution.

46. o Injury of a person Negative Reduce motivation Aggression Positive Strong Motivation for completing the task Frustrated objects

47. 3. Cognitive Style • Combination of cognition and affect. • Self-consistent and enduring individual differences in cognitive organization and functioning. • Task completion of people with in an equal ability can be affected by different cognitive styles. • But it is hard to find individualized methods. • Had some empirical data about its effect on L2 learning.

48. Motivation theoriesIntegrativenessAlternative theoretical approaches A More Situated conception of L2 motivationA process-oriented approach to L2 Motivation Research.

49. Why Motivation in SLA? • Language as social, cultural event. • L2 motivation was originally initiated by social psychology.

50. Integrativeness