Barriers to Self-Validation

Richard C. Armstrong

Self-validation

“Learning flourishes when we take what we think we know and offer it as community property among fellow learners so that it can be tested, examined, challenged and improved before we internalize it.”

Shulman, L. S. (1999). Taking learning seriously. Change Magazine.

Student Engagement

Student Engagement Ppt

How Self Evaluation Contributes to Learning

What Research Says and What Practice Shows

Intrinsic motivation vs. feelings of being controlled

Congratulating students for having done well at a self-initiated educational activity is likely to promote feelings of competence and intrinsic motivation, whereas praising them for doing what they "should" have done or what you told them to do is likely to lead to their feeling controlled, which in turn would reduce intrinsic motivation and strengthen nonautonomous forms of extrinsic motivation.




Motivation and Education: 
The Self-Determination Perspective


Edward L. Deci at the University of Rochester
Robert J. Vallerand at the University of Quebec at Montreal
Luc G. Pelletier at the University of Ottawa
Richard M. Ryan at the University of Rochester

EDUCATIONAL PSYCHOLOGIST, 26(3 & 4), 325-346 Copyright O 1991, Lawrence Erlbaum Associates, Inc.

Classroom Strategies for Motivating Students

Excellent article, with classroom strategies:

Whatever level of motivation your students bring to the classroom will be transformed, for better or worse, by what happens in that classroom.

Since teachers cannot offer $$ or power

Motivation stems from stimulation, which in turn is followed by an emotional reaction that leads to a specific behavioral response.

In the classroom, if a student's behavior is regarded as desirable and is rewarded, the positive reinforcement stimulates the student to repeat the desirable behavior.

Conversely, if a student's behavior is regarded as undesirable and the individual receives a response with a negative undertone, demotivation results. Anxiety and frustration often result if behavior thought to be positive does not lead to proper recognition, reinforcement and reward.

Basically, motivations stems from unsatisfied needs. However, individuals are motivated through a wide variety of needs. Some are highly motivated by money, others by power, and other by praise.

Since teachers are not usually in a position to offer students money or power, the focus here will be on praise. Some people are self-motivated and perform because they like challenge and want to perform.

While educators can't make or teach students to be self-motivated, they can encourage and promote this highly desirable personal trait. Generally, students will show some self-motivation if they

1. know what is expected of them
2. think the effort is worthwhile
3. feel they will benefit through effective performance.

Reference:

This information was adapted from an Iowa State University 245/268 curriculum and instruction (CI) class in the spring semester in 2000 and was taught by Barb Adams and posted on the NDT website:

http://www.ndt-ed.org/TeachingResources/ClassroomTips/Motivating_Students.htm

Instrumental Motivation

Instrumental motivation underlies the goal to gain some social or economic reward through L2 achievement, i.e., doing business in China, being an ambassador to Chili, performing music in Cuba, experiencing art in France, creating music in Africa, etc.

Hudson (2000) characterised the desire to obtain something practical or concrete from the study of a second language.

Hudson, G. (2000). Essential introductory linguistics. Blackwell Publishers.

Integrative Motivation

The language learner may have a positive attitude towards the target language group and the desire to integrate into the target language community.

The language learner has a desire to identify with and integrate with another language community (art, music, martial arts, literature, travel, politics, friends, etc.).

Integrative Motivation: Crookes & Schmidt (1991) identified as the learner's orientation with regard to the goal of learning a second language.

Crookes, G., & Schmidt R. W. (1991). Motivation:Reopening the research agenda. Language Learning, 41(4), 469-512.

L2 for Empowerment

Transformative Motivation in Second Language Learning

The Case of Keinaan, Rapnomad: in this study, Hashi argues that Second Language Learners may be driven to learn and use the language for empowerment or to transform some aspect their life.


 Transformative motivation in second language learning: The case of Keinaan, a Rapnomad.
Awil Ali Hashi (2001)

L2: Effort, Goals, and Enjoyment

In Gardner's socio-educational model, motivation to learn the second language includes three elements. The motivated learner:

1. expends effort to learn the language. 
2. wants to achieve a goal. 
3. enjoys the task of learning the language.

Gardner, R.C. (2001). Language Learning Motivation: the Student, the Teacher, and the Researcher. Texas Papers in Foreign Language Education, 6, 1-18.

WTC: Accuracy vs. Fluency

When accuracy is valued much more than fluency, there is a resulting lack of fluency.

The resulting lack of fluency further diminishes students’ willingness to communicate, WTC, (p. 23).

Wen, W. & Clement, R. (2003) “A Chinese Conceptualisation of Willingness to Communicate in ESL.” Language, Culture and Curriculum, 16, 18-38.

Success and Failure in L2 Programs

In L2 acquisition, willingness to communicate (WTC) is language learners looking for chances to communicate in the target language. The learners actually do communicate in the L2. "The ultimate goal of the learning process should be to engender in language education students" the willingness to communicate (MacIntyre, Clément, Dörnyei & Noels:1998).

Language programs that do not instill this are therefore failed programs.

MacIntyre, P.D., Clément, R., Dörnyei, Z., & Noels, K.A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82 (4), 545-562.