Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second Language Learning (original) (raw)
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Motivation, Learner Identity, and Language Learning
"This case study was conducted at a state university in Turkey. The participants were 9 students from the same classroom consisting of 24, registered in the English Preparatory Program at Ankara University. The main methods of the of data collection were a survey adapted from Gardner’s (2004) Attitude/ Motivation Battery Test and the interviews conducted based on the results of the survey. In this study, we aimed to explore the context-based relationship among motivation, learner identity and second language acquisition in the given context. The findings indicated that learners possessing integrative and instrumental motivation in line with their ideal self and ought-to self invested into the target language more, compared to the learners having only instrumental motivation towards the target language. Key Words: motivation, identity, learner investment."
Models and Theories of Second Language Motivation: English Language Teachers Respond
TESOL Quarterly, 2020
A s one of the initial research topics in the history of the second language acquisition (SLA) literature, motivation has always generated strong interest among language scholars and practitioners. In this article, we respond as classroom practitioners with varied teaching experiences to the common implications and insights offered by the majority of the models and theories of second language (L2) motivation that have guided the praxis in the TESOL field. In particular, we aim to explain motivation in the English language classroom through an intersectionality framework and pedagogy (e.g., Case, 2017) that we adopt in our own classrooms. We conclude with teaching implications for practitioners who teach English as a global language. BACKGROUND A considerable amount of research has been done on L2 motivation since the 1960s. Early work on motivation by numerous influential scholars (e.g., Boo, D€ ornyei, & Ryan, 2015; Deci & Ryan, 1985; D€ ornyei, 1994; Gardner, 1985) have identified different types and dimensions of learner motivation in the classroom. A significant contribution to L2 motivation literature has been made by Bonny Norton, who, in her research (Norton-Pierce, 1995) on five immigrant language learners in Canada, asserted that learner identity be considered
3 an Identity Approach to Second Language Acquisition
2010
The central argument of the identity approach to second language acquisition (SLA) is twofold: First, SLA theorists need a comprehensive theory of identity that integrates the individual language learner and the larger social world; second, SLA theorists need to address how relations of power in the social world affect learners’ access to the target language community. In relation to the former, a fully developed theory of identity highlights the multiple positions from which language learners can speak, and how sometimes marginalized learners can appropriate more desirable identities with respect to the target language community. In relation to the latter, identity theorists are concerned about the ways in which opportunities to practice speaking, reading, and writing, acknowledged as central to the SLA process (cf. Spolsky, 1989), are socially structured in both formal and informal sites of language learning. Identity theorists thus question the view that learners can be defined i...
International Journal of Applied Linguistics and English Literature, 2015
As technology is increasingly adapted for educational purposes, previous research has confirmed the impact of technology on English learners' (ELs') literacy development. Given the increased attention to self-based studies in second language acquisition, this paper explores how ELs are motivated to learn a second language by pursuing the imagined selves, investing in the target culture, and negotiating identities in digitally mediated contexts. The motivational capacity of identity is discussed from cognitive/psychological, social/psychological, and sociocultural perspectives. Pedagogical implications about the use of technology to facilitate L2 literacy development are discussed.
2020
Much of social research in language learning in the past twenty years has been devoted to explore issues of identity construction and its sociological implications in terms of mobility and inclusiveness. There are a large number of studies on the areas of culture and identity, and how they relate to the investment and empowerment of language learners (Dörnyei, 2005; Dörnyei & Ushioda, 2011; Norton, 1997, 2000, 2013, 2015; Norton & Davin, 2015; Ushioda, 2011). Some of these have been pivotal in the development of identity research for the past two decades and have laid the foundation upon which further research has been done: Norton (1995) proposed her Classroom-Based Social Research, in which learners become ethnographers of sorts under the encouragement of teachers; Brunton and Jeffrey (2014) examined some of the factors that might lead to empowerment with foreign students in New Zealand (2013), Diaz, Cochran, and Karlin (2016) conducted a study in American classrooms to investigate the impact of teachers’ behavior and communication strategies on students’ achievement and feeling of empowerment, and more recently Howard (2018) investigated the impact of teachers’ attitudes in the construction of socio-cultural identities in African-American students. Such research has provided a wealth of insight and suggested practices, but in this researcher’s opinion they have come short in providing any definite answers as to how to implement them or the outcomes they might yield. The purpose of this paper is to shed new light on how the aforementioned dimensions of identity construction, empowerment and investment can result in greater social inclusion for second-language learners. The paper analyzes each dimension separately, provides a theoretical background that links them to language learning, and then discusses some possible implications for teachers and researchers on how to further recruit students’ investment and enhance their sense of empowerment and inclusion.
with diverse cultural and linguistic backgrounds learned to participate in reading, writing, and talking about books in a literature-based instructional program. Our analyses revealed a gradual release of responsibility from the teacher to students as they developed the knowledge and skills needed to respond to books and explore personal meanings collaboratively through guided participation. Accompanying these changes in participation structures and practices were exceptional gains in student performance on both related (metacognitive control) and unrelated (reading and unfamiliar sight words) measures of reading ability. A pattern of three distinguishable but overlapping stages emerged from our analyses of student-teacher interaction patterns: (1) teaching by telling, (2) teaching by modeling and scaffolding, and (3) teaching from behind. Five features of the focal teachers instruction were pivotal in promoting this transformation of responsibility. First, the teacher created a classroom learning community in which students felt respected and their experiences and knowledge were valued. Second, the teacher allowed time to build opportunities to engage students in reading, writing, and talking about age-appropriate and quality literature. Third, the teacher challenged students to think critically and reflectively about what they read by asking open-ended but pointed questions. Fourth, the teacher employed multiple modes of teaching-telling, modeling, scaffolding, facilitating, and participating. Finally, the teacher persisted in maintaining high expectations for all of her students.