Abstract: Motivation & Learning Strategies

By Andrew Reimann & Nobuo Tokumatsu, Nihon University

Report on results of a survey designed to collect information about students English proficiency goals and any relationship between type of motivation and type of learning strategy. The final goal being to determine effectiveness and variety of strategies.

Optimal Language learning takes place when teachers focus on learners needs.

Considering individual differences, goals, and personality.

Thus creating a student centered environment, which will help build, maintain and best utilize learner’s motivations towards language learning.

Regardless of the type of motivation students have, Instrumental or Integrative, some type of motivation must exist for any progress to be made.

Learners must realize the importance to them of the language they are attempting to study. One of the roles of the teacher could be if necessary to help build motivations as a Guide or Counselor.

Factors effecting the type and strength of motivation a student has include (a) attitude towards the target language, culture or language group, previous experiences learning or interacting, present situation either pressured to learn or freedom of choice (prerequisite or elective), (b) their goals for using target language employment, exams, travel, making friends, cultural awareness or personal satisfaction, (c) aptitude intelligence, natural ability or propensity towards learning languages, affective factors particularly extroversion. Since language is a social phenomenon, outgoing learners will tend to have more rapid success than shy learners.

Of the two types of motivations Integrative or Instrumental, the Integrative type has been considered more powerful as motives such as making friends or understanding culture have more longevity than motives such as passing exams or getting a job.

There is however no significant evidence that one-motivation results in higher levels of proficiency than another. Motivations do determine type, quality and effectiveness of learning strategies implemented by the learners.

Someone interested only in passing exams may just memorize words, rules or chunks of language without context, which serve an immediate short-term purpose but tend to be quickly forgotten. On the contrary someone interested in making new friends will focus more on meaningful interpretation, expression and deeper understanding thus having a long-term interest in the language.

Many strategies are subconscious but teachers should try to be aware of different types and subsequently assist students in developing or adopting new ones.

Once a language learner has discovered a strategy they are comfortable with and which yields positive results, their confidence levels will rise and directly affect their language proficiency. If a learner has no real strategy or is using one improperly or not to it’s full potential a kind of “grasping at straws approach”, their success in learning may be limited, possibly resulting in failure. This will have a negative effect on their confidence, which may negatively affect their attitude and possibly jeopardize the whole language learning process.

Confidence is the key to successful language acquisition. High confidence levels can be achieved and maintained by providing learners with relevant, meaningful, comprehensible input and opportunities for output and interaction in which meaningful exchanges (successful communication both production and comprehension) are made and positive feedback and reinforcement is given.

If these conditions are met and learners are given the encouragement, support and guidance they require more than anything else from the teacher, chances for achieving higher levels of language proficiency will be greatly increased.

Motivation, Individual Differences and Language Learning

By Andrew Reimann

‘Who learns how much of what language under what conditions?’ (Spolsky. 1989c).

Who; learner differences, motivation, attitude, affective factors, personality, status, confidence

What (quantity/quality); culture, subject matter, topic, goals, methods, order, format

Context; environment, formal classroom, natural situation with native speakers, group membership, peers, pressure/relaxed.

Reasons for Language Learning; Ideological (Bilingualism, assimilation, acceptance)

Individual, (cultural awareness, academic advancement, personal/affective goals, career advancement) International (economics & trade, travel, information technology, international relations)

Motivations; Instrumental (utilitarian, practical, useful purposes; employment, exams)

Integrative (affiliate with different language group; make friends, acceptance by peers)

Classroom Goals; provide relevant, comprehensible input, create opportunities to generate output, facilitate skills development and confidence building.

Methodology; Structural lecture, teacher centered primarily input based instruction versus interaction and group activity based, student centered teacher facilitated learning, output oriented, content based, skills acquisition.

Context; Teacher or student centered. Teacher controlled, structured classroom, student controlled informal or flexible individual learning.

Individual Learner Differences; (age, linguistic aptitude, cognitive style, motivation, attitude, previous knowledge, learning style/strategies, personality and anxiety and confidence levels)

“Good Language Learner” (Stern. 1975)

1) Willing and accurate guesser

2) Strong drive to communicate

3) Uninhibited

4) Attends to form

5) Practices-seeks out conversations

6) Monitors own speech and the speech of others

7) Attends to meaning

Three Types of Learning Strategies (O’malley. 1985)

Strategy	Metacognitive	Cognitive	Socioaffective
Description	Planning and evaluating learning.	Task execution and procedure	Working with others Extravertedness
Example	Self-management	Memorization	Ask questions, participation

Topics for Discussion as Pertaining to Nihon University:

What makes a good language learner? How can a teacher develop these qualities in a student?

How can a teacher be more sensitive to learner’s needs and differences? What is the teacher’s role?

What are the learner’s goals? Teacher’s goals? Program’s goals? Do they coincide?

What are optimum conditions for language learning? How can these be established?

Diagram of Language Learning Process