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Gardner & Lambert's theories of Language Learning Motivation

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Jessica Tran

on 21 August 2013

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Transcript of Gardner & Lambert's theories of Language Learning Motivation

Gardner & Lambert's theories of Language Learning Motivation
Orientation
Integrative
Learn more about the language group, engaging in the community

Socio-Educational Model
Proposed by Gardner and Smythe (1975)
Extension of theoretical interpretations provided by Lambert (1963, 1967, 1974) and Carroll (1962)
Based on three elements: effort spent, motivation to achieve, enjoying the task.
Attitude/Motivation Test Battery (AMTB)
Original: Integrative orientation, attitudes toward the target language community, and an interest in foreign languages.
Later extended version: Evaluation of teachers, and the evaluation of the course.

Extract from the AMTB
Theory refinement & limitations
Gardner’s work has been continually expanded on by other researchers adding new components:
intrinsic/extrinsic motivation
intellectual curiosity
attribution about past successes/failures
need for achievement
self-confidence and classroom goal structures
Major Criticism
Biased sample: The majority of research was conducted in Canada which is both bilingual and bicultural
Focus on social milieu (environment) rather than foreign language classrooms
The overall aim, purpose or direction of the language learning
Instrumental
Goal orientated,
job focus,
Short term
Gardner and Smythe's Model of Motivation (1975)
Bibilography
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273-284.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-135.
Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(S1), 3-32.
Gardner, R. C. (2006). The socio-educational model of second language acquisition: A research paradigm. Eurosla Yearbook, 6(1), 237-260.
Gardner, R. C. (2011). The Socio-Educational Model of Second Language Acquisition. Canadian Issues / Thèmes Canadiens, 24-27.
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second-language acquisition. Canadian Journal of Psychology/Revue canadienne de psychologie, 13(4), 266.
Hummel, K. M. (2012). Motivation and second language acquisition: the socio-educational model. Journal of Multilingual and Multicultural Development, 33(3), 317-319.
Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, Motivation, and Second Language Learning: A Meta–Analysis of Studies Conducted by Gardner and Associates. Language Learning, 53(1), 123-163.
Tremblay, P. F., & Gardner, R. C. (1995). Expanding the motivation construct in language learning. The Modern Language Journal, 79(4), 505-518.
University of Western Ontario. Dept. of Psychology. (1973). Motivation and second-language acquisition. London [Ont]: Department of Psychology, University of Western Ontario
The Beginning
Linguistic aptitude was believed to be the main influence on language acquisition.
In 1959, Gardner and Lambert's motivation theories were first developed.

Main motivation theories:
Integrative motive
Socio-Educational Model
Attitude/Motivation Test Battery
Integrativeness:
interest in foreign languages and willingness to interact with the second language community
Attitudes towards the learning situation:
Teacher and course
Motivation:
the effort and attitude towards learning
Limitations:
Motivation is a multifaceted phenomena and cannot be completely captured
Source of motivation is not identified
"integrativeness is not equally important for second-language achievement in classroom-based 'foreign' instruction outside Canada” Crookes and Schmidt, 1991
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