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THE IDEAL L2 SELF MOTIVATING ADULT LEARNERS

THE IDEAL L2 SELF MOTIVATING ADULT LEARNERS. JESSICA MACKAY, University of Barcelona IATEFL , 10 APRIL 2013. Participants / Context. 2 teachers / 4 Upper Int. groups 2 intervention 2 control Mean age 23, different degree & work backgrounds. 12 weeks, 1 hour a week.

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THE IDEAL L2 SELF MOTIVATING ADULT LEARNERS

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  1. THE IDEAL L2 SELF MOTIVATING ADULT LEARNERS JESSICA MACKAY, University of Barcelona IATEFL , 10 APRIL 2013

  2. Participants / Context • 2 teachers / 4 Upper Int. groups 2 intervention 2 control • Mean age 23, different degree & work backgrounds. • 12 weeks, 1 hour a week. • Quantitative data Motivation Questionnaire Language Contact Profile • Qualitative data Semi-structured interviews Learner diaries Learner feedback

  3. Intervention Design • Preparation & Visualization Training • Future L2 Self visualizations • Practical Strategies

  4. Preparation: Building a vision Als meus jugadors. Els demano allò que poden fer perquè, primer de tot, se sentin segurs abans de sortir al camp. A mi em passava quan era jugador. Abans de començar jo ja veia el partit aquí (es toca la templa), veia el partit amb els ulls tancats i el veia clar. Llavors, aquell partit el tenia a la butxaca, m’ho passava bé.

  5. Visualizations 1. Visual prompts

  6. How will you be using your English in the future? Look at the situations below where people are using English in different contexts. (10) Making friends • Attractive? 1)…2)…3)…4)…5) • Useful? 1)…2)…3)…4)…5) • Possible? 1)…2)…3)…4)…5)

  7. Visualizations 1. Visual prompts 2. Jigsaw Reading • Texts: aspects of Ideal L2 self; • Ideal career/member-of-the-community / tourist / cultured / studentself etc. • Groupwork • Summarisecontent • Identifywithtext?

  8. “I close my eyes and I imagine my life three or four years later. I’m speaking in English like I speak in Spanish or Catalan currently. In my dream I live in London. I work in a hospital looking after my patients and talking with them with fluency and understanding all that they say to me. I am very self-confident. I’m aware of the importance of the language in my job, because a nurse works with human lives. She has to talk with her patients to know how they are and to reassure them. She also talks with the doctor about the treatment of the sick. A small mistake can have an enormous and terrible consequence.” Marta P, 22. Nursing student.

  9. “I can seemyself in China. Itis a place I havealwayswantedtovisit and nowadays I thinkitisspeciallyimportanttoknowthis country. I don’tspeakChinesebut I am doingeverything in English. I checkintothe hotel, askthewaiterstoexplainthedishes in the restaurants, etc. Oneday, wegoon a tour tovisitthewall and I listen tothe guide and askhimquestions. He explainsthehistoryto me and I translatefor my family. They are veryproud of me and I feelgoodforhelpingthem”. David O, 20. Geologystudent.

  10. Visualizations • Breathing / Relaxationtechniques • Guidedvisualization • T asksquestions Whereareyou? What can yousee/smell/ hear? Areyouwithanybodyelse? Who? etc... • Write up andexpandvision for homework

  11. L2 Role Models • Compare ‘Before and After’ Youtube interviews • Peer interviews withsuccessfullanguagelearners

  12. Practical Strategies • Reality Check: Use students’ own examples • Relate objectives to time and opportunity • Syllabus Check; Personal aims? Useful? (Hadfield & Dörnyei, 2013)

  13. Practical Strategies • Timelines Oscar, 32, University lecturer

  14. Results: Summary • Interventiongroup (N = 45) increased in.. • Time spentoutsideclass.. • Speaking (p = 0.012) • Reading (p = 0.026) • Willingnesstocommunicate (p = 0.030) • + Self-confidence • + Effectongroupdynamics. • + Positive feedbackonactivities

  15. Results: Summary • Control group ( N = 53) decreasedin... • International contact( p = 0.019) • - Opportunitiestopractice • - Use of L1 in class • + Self-confidence

  16. Results: Summary • Techniques such as PV can motivate de-motivated university learners. • Age effects. • Intervention group produced more personal L2 visions. • Social aspects of language.

  17. “In myvisualization I wasaroundtwentynineyearsold and I was just sittingthere, in mycousin’sapartment in Los Angeles. Itwas a sunnySunday lunch and I was pregnant. Weweresittingaroundthetablewithsome of theirfriends. I wasnext to Jeong Rim, mycousin’swife and weweretalkingaboutmyfuturebabywhich is a funnysituationbecauseshe is going to have a babysoon. In thevisualizationshewasgiving me someadvicesaboutthepregnancy and I wasfeelingcertainlyproud of myself for understood all thethingsshewastelling to me.” Ona F, 19, Economicsstudent.

  18. Thank you jmackay@ub.edu

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