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Student Motivation (Oxford and Shearin)

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Andrew Childers

on 30 July 2015

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Transcript of Student Motivation (Oxford and Shearin)

Self-efficacy is one's judgement of how well one can execute courses of action required to deal with prospective situations (21).
Student
Motivation


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
Some Questions
General Motivation Theories
Industrial Motivation Theories
Educational Motivation Theories
Cognitive Development Theories
What’s Out There?
Confusion because…
What’s Happening Here?
do students learn another language?
Why…
Age
Motivation
Learner Beliefs
6 SLA Variables
Why don’t they just do what I want them to?
Some Questions
Anxiety
Learning Styles
Learning Strategies
Why...
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.
General
Motivation determines the extent of active, personal involvement in L2 learning (20).
Becoming your
actualized
Herzberg
intrinsic satifaction in work
Hackman and Oldham
Needs
Instrumentality
Equity
Reinforcement
Means to an End
V
I
E
- Valence
- Instrumentality
- Expectancy
It's about ratios.
Dog, Bell,
Salivation,
and Meat.
2 Stages
Motivation-Performance
Rewards-Satisfaction
Industrial
Educational
Cognitive
Developmental
Criterion-Referenced
Norm-Referenced
2 Tests
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?
2 Psychologists
Piaget
Vygotsky
Sources
Bennett A. (2011). Abraham maslow. Retrieved from http://alysiabennett.blogspot.com/2011/05/abraham-maslow.html
(Bennett, 2011)
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
(Guise, 1988)
(Chapman, 2004)
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.
Thank you!
Any other questions?
Email me: drewcisme@gmail.com
So...what am I supposed to do with all of this?
Full transcript