1. Lecture 9 Motivation, Styles and Strategies Luo Ling 109883613@qq.com 1376774196

2. Ⅰ. An introduction to learning motivation, styles and strategies Ⅱ. The intersection of learning motivation, styles and strategies Ⅲ. Conclusion 1.1 Learning motivation 1.2 Learning styles 1.3 Learning strategies 2.1 SSBI 2.2 Adding motivation to language instruction Outline

3. 1.1 Learning motivation 1.2 Learning styles 1.3 Learning strategies Ⅰ. An introduction 1. Definition 2. Different perspectives 3. Classification 4.. Characteristics 1. Definition 2. Classification 3. Characteristics 1. Definition 2. Classification

4. 1.1 learning motivation 1. Definition Motivation is what moves from boredom to interest, it is something like the engine and steering wheel of automobile (Dennis Child) Motivation is a process that learner meet some needs (Keller) Learning motivation should include four aspects: a goal, effortful behavior, a desire to attain the goal, attitude. (Gardner)

5. 2. Different perspectives Behaviorism emphasizes the reward system as the most effective way of motivation. Humanistic views of motivation is in terms of meeting basic needs. Cognitive perspective is that motivation is concerned with the issues as the reason why the students succeed or fail.

6. 3. Classification and characteristics Instrumental motivation and integrative motivation Instrumental motivation emphasize its actual purpose for learning foreign language. Integrative motivation also called combined motivation. Learner who takes this motivation wants to meet and communicate with members of English language community.

7. Intrinsic motivation and extrinsic motivation Intrinsic motivation emphasizes learners’ feeling in English learning. It comes from learner’s interest in the activity they have to do. The activities from extrinsic motivation depend on expected rewards which are commonly concrete and visible ones such as money, prize and achievements, even some positive feedback from parents or teachers.

8. 1.2 Learning styles 1. Definition The general approaches that students use in acquiring a new language The overall patterns that give general direction to learning behavior The biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others

9. Types of learning styles Characteristics of learners Support teachers can provide VisualPrefer charts, graphs, something to read, or a picture. Use flash cards, videos, or other visual aids. AuditoryPrefer listening to lectures, conversations, tapes Provide opportunities to listen to lectures and discussions Tactile/ Kinesthetic Prefer aids that can be touched or written Provide hands-on experience sensory learning style

10. Personality types Extroverted vs. Introverted Random-Intuitive vs. Concrete-Sequential Closure-Oriented vs. Open-Oriented

11. Extroverted: Energized by the outside world; active, interaction-oriented, and outgoing; have broad interests; tend to reflect later. Introverted: Energized by the inner world; prefer concentration; focus on thoughts and concepts; have fewer interests, but deep ones; like to be reflective

12. Random-Intuitive: Like finding the big picture; enjoy formal model-building and abstract terms; focus on the future; look for possibilities; random access( when asked for 5 examples, they give 4 or 6 instead). Concrete-Sequential: like to work step-by-step; follow directions carefully; tend to linear and sensory-oriented; focus on the here and now;

13. Closure-Oriented: Decision makers; action takers; make and follow lists; want quick closure and control; have a low tolerance for ambiguity; often jump to conclusions by wanting to know answers right away; often hard working and decisive; find deadlines helpful.

14. Open-Oriented: Information gatherers; like to take in a lot of information and experience before making a decision; think learning should be fun; can make work into play; might make lists, but don’t check off each item; tend to be flexible and open to change; have a high tolerance for ambiguity; see deadlines as artificial and arbitrary.

15. Cognitive learning style Global vs. Particular Synthesizing vs. Analytic Deductive vs. Inductive Field-independent vs. Field-dependent Impulsive vs. Reflective

16. Global: Enjoy getting the main idea and are comfortable communicating even if they don’t know all the words or concepts. Particular: Need specific examples to understand fully; pay attention to specific facts or information; good at catching new phrases or words.

17. Synthesizing: Like to find and organize key points into a summary; enjoy guessing meanings and predicting outcomes; notice similarities quickly. Analytic: Like to think and analyze; prefer contrastive analysis and discrimination exercises; not always sensitive to social/ affective factors; often on grammar rules and generalizations.

18. Deductive: Like to go from the general to the specific. Inductive: Like to go from specific to general and to begin with examples rather than rules or theories.

19. Field-Independent: Able to handle the language parts as well as the whole without being distracted; good at juggling numerous language elements at once without dropping the ball. Field-Dependent: Need context to focus and understand something; may take in language one part at a time; challenged if they have to juggle features of the language at the same time( e.g., verb, tense, number agreement

20. Impulsive: Process material at a high speed with low accuracy; often take risks and guesses. Reflective: Process material at a low speed with high accuracy; avoid risks and guessing.

21. 1.3 Learning strategies The definition: Learning strategies are specific methods of learning information that help them learn and remember things.

22. The types of learning strategy Cognitive strategy Meta-cognitive strategy Affective strategy

23. Ⅰ. An introduction to learning motivation, styles and strategies Ⅱ. The intersection of learning motivation, styles and strategies Ⅲ. Conclusion 1.1 Learning motivation 1.2 Learning styles 1.3 Learning strategies 2.1 SSBI 2.2 Adding motivation to language instruction

24. Ⅱ. The intersection of learning motivation, styles and strategies 2.1 SSBI (Styles- and strategies- based instruction) 2.2 Adding motivation to language instruction 1. What is SSBI 2. The evolution of SSBI 3. Steps for SSBI 4. The use of style and strategy surveys 5. Ways to improve learning styles and strategies

25. 1. What is SSBI? SSBI is a learner-focused approach to language teaching that explicitly highlights within everyday classroom language instruction the role of the learners’ styles and strategies in performing instructional activities. The underlying premise of SSBI approach : students should be given the opportunity to understand not only what they can learn in the language classroom but, more importantly, how they can learn the language they are studying. 2.1 SSBI (Strategies- based instruction)

26. 2. The evolution of SSBI? 1) 1960s --- Psychology of Learning 2) 1970s --- Good Language Learner 3) 1980s --- Classification of Strategies and Descriptions of Learners 4) 1990s --- Strategies-Based Instruction (SBI) 5) 2000s --- SSBI

27. 1) Strategy preparation to find out how much students know consciously about strategies and if they are able to use them. 2) Strategy Awareness-Raising SSBI tasks explicitly raise the ss’ general awareness about: a) what the learning process may consist of; b) their learning style preferences or general approaches to learning; c) the kinds of strategies they already use and those suggested by others; d) the amount of responsibility they take on for their learning; e) approaches can be used to evaluate the ss’ strategy use. 3) Strategy Instruction 4) Strategy Practice 5) Personalization of Strategies 3. Steps for SSBI Andrew D. Cohen & Susan J. Weaver, 1996

28. 1) Raise learner awareness about learning style preferences and language learner strategies at the outset. 2) Find out which styles the learners favor, and which strategies the ss may already use or may wish to add to their repertoire. 3) Suggest and model what “style-stretching” might look like, and modeling new strategies. 4) Provide a rationale for strategy use. 5) Provide guided exercises or experiences to help ss put strategies into practice. 6) Encourage ss to enhance their current strategy repertoire. 7) Encourage ss to be willing to use such strategies even when it may mean taking risks. 8) Highlight cross-cultural differences in how strategies to be used. 9) Organize “sharing sessions”. 3. Steps for SSBI Norbert Schmitt, 1996

29. 4. The use of style and strategy survey 1) various published learning style surveys; 2) self-report questionnaires; A key factor is to make the interrelationship of motivation, styles and strategies a matter of explicit discussion early on.

30. 5. Ways to improve learning styles and strategies 1) Ways to improve learning styles ; 2) Ways to improve learning strategies ;

31. a) Explicitly teach learners to be more aware of their learning style and language strategy preferences; b) Make learning strategy information available to learners; c) Help learners take responsibility in the classroom. 5. Ways to improve learning styles and strategies

32. Research on strategies for effective language learning focused on: 1) the identification, description and classification of strategies; 2) their frequency of use and the learners’ success at using them; 3) differences in language proficiency level, age, gender and cultural background that might affect their successful use of strategies; 4) the impact of language strategy training on ss performance in language learning and language use.

33. 1. Instrumental vs. integrative goals for learning 1) Instrumental goals included ss’ understanding of the benefit of learning the language for current or future employment. 2) Integrative goals were more general and included ss’ desires to know more about the speakers of the language and their culture, to study abroad, or to live within another culture. 2.2 Adding motivation to language instruction The instrumental orientation is more important than the integrative orientation(Dörnyei, 1990).

34. 2. The 3 components of Dörnyei’s psycholinguistic approach to language learning motivation 1) Language level: What is the social dimension of motivation for learning the given languages? What values and attitudes are attached to the language by the learner? 2) Learner level: What relatively stable personality traits do the learners exhibit in the classroom, such as confidence in their language ability and their need for achievement in language learning? 3) Learning situation level: How interesting, relevant and satisfying is the particular language course for the student? ……

35. 3. The 4 principal aspects of motivational teaching practice ( Dörnyei, 2001) 1) Creating the basic motivational conditions. Establishing rapport with the students; fostering a pleasant and supportive classroom atmosphere; …… 2) Generating initial student motivation. Enhancing the learners’ L2-related values and attitudes; increasing the learners’ expectancy of success; increasing the learners’ goal- orientedness; …… 3) Maintaining and protecting motivation. Making learning stimulating; setting specific learner goals; …… 4) Encouraging positive retrospective self-evaluation. Providing motivational feedback; promoting motivational attributions; increasing learner satisfaction; ……

36. 1. The individual difference variables of motivation, style and strategies are interrelated in numerous ways. 2. Given the numerous other pedagogical issues to consider in the classroom, teachers may feel there is little time to engage in this kind of top-down motivation, style and strategy planning for a given course. 3. Learners and teachers alike get a better grasp of the concepts and their interrelationship when learning style preferences, language learner strategies and motivation are linked to performance. Ⅲ. Conclusion

37. Thank you!