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R.C. Gardner
University of Western Ontario
Olivia-Dumitrina Nechita
12/02/2015
Contents
Introduction
Motivation and language
Motivational constructs
Learning a second language
Stages in second language acquisition
Cultural and Educational contexts
Results in Spain
Conclusion
Introduction
Robert C. Gardner
Degree in psychology
2nd language
Learnt in school
Goal directed
Expends effort
Persistent
Attentive
Has desires and expectancies
Demonstrates self-confidence
Motivational constructs
Language learning
motivation
Characteristic of the
individual
Classroom learning
motivation
Individuals perception
of the task at hand
Teacher
Personal
characteristics
Materials
and
facilities
Course
content
Class
atmosphere
Cultural cluster
Make the language part of the
self
Bilingual skills due to
experience in other languages
Conscious
expression
Consolidation
Elemental
Automaticity
& Thought
Consolidation
Develop rules
Sentence structure
The understanding of
idioms
ideas
attitudes
beliefs
personality
North Americans
Europeans
Its very
difficult
todo esto.
system
adequacy
quality
teacher skills
CULTURAL
CONTEXT
EDUCATIONAL
CONTEXT
Integrativeness
Attitudes
(openness)
Results in Spain
Variables
Attitude
E.S.O. 2
N=166
E.S.O. 4
N=136
.14
.18*
.32**
.37**
-.39**
-.38**
Instrumental Orientation
22**
.21**
Parental Encouragement
.12
.04
40**
.49**
Integrativeness
Language anxiety
Motivation
Conclusions
Integrative motivation vs. Instrumental motivation
a. The individual is motivated to learn the other language
b. The individual is learning the other language because of a
genuine interest in communicating with members of that
other language
c.
Ideal native
speaker
competence?
What can
teachers do?