Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
Student Motivation (Oxford and Shearin)
Transcript of Student Motivation (Oxford and Shearin)
Horwitz, E., Horwitz, M., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal (78), 2, 125-132.
Zull, J. E. (2002). The art of changing the brain. (1 ed.). Sterling, VA: Stylus.
Suggestions for Reading
General Motivation Theories
Industrial Motivation Theories
Educational Motivation Theories
Cognitive Development Theories
What’s Out There?
What’s Happening Here?
do students learn another language?
6 SLA Variables
Why don’t they just do what I want them to?
are Rebecca Oxford and
Jill Shearin writing this article?
To expand already existing theories,
and encourage a more comprehensive model.
There are lots of reasons.
L2 motivation research is incomplete.
Motivation is very different in second and foreign language situations.
L2 learning motivation lacks a clear definition.
Teachers are unaware of their students’ motives.
Motivation determines the extent of active, personal involvement in L2 learning (20).
intrinsic satifaction in work
Hackman and Oldham
Means to an End
It's about ratios.
Do Rebecca Oxford and Jill Shearin’s five “expanded model” implications sufficiently cover the various sources of motivation research that they include in their journal article? Are there any gaps? If so, where?
Are there overarching principles that can be drawn from the research presented? If so, what are they? What do you suggest teachers do when considering their students’ motivations?
Bennett A. (2011). Abraham maslow. Retrieved from http://alysiabennett.blogspot.com/2011/05/abraham-maslow.html
Guise, M. T. (1988). Test of hackman and oldham's job characteristics model. 18. Retrieved from http://dr.library.brocku.ca/bitstream/handle/10464/2091/Brock_Guise_Mary_1988.pdf?sequence=1
Chapman, A. (Designer). (2004). Adam's equity theory diagram - job motivation. [Web Graphic]. Retrieved from http://www.businessballs.com/adamsequitytheory.htm
Oxford, R. & Shearin J. (1994). Language learning motivation: expanding the theoretical framework. The Modern Language Journal, 78 (1), 12-28.
Any other questions?
Email me: email@example.com
So...what am I supposed to do with all of this?