integrative motivation

Integrative Motivation in a Globalizing World

Presenter: Yang, Hao-Ting (Tim) Instructor: Dr. Pi-Ying HsuDate:2014.3.10

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Citation

Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32 (1), 3-19.

Introduction

Literature Review

Methodology

Result

Conclusion

Critiques and Suggestions

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Introduction

• Background• Gap• Purpose of the Study

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Background

The notion of “integrativeness”– a desire to learn a language in order to come closer to the other language community– has been a central concept in language learner motivation for several decades now, influential not just in theory and research but in teaching methodology and materials.

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Gap

To question whether the research method which have underpinned the construct can justly claim to capture the complexity of motivation either as a precursor to action or as a sustainer of action.

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Purpose of the Study

This article reports on research into the motivation of Indonesian children aged 11-12 years old, as they begin formal study of English in an urban junior high school.

Literature Review

• Focused motivation• Occupation need• Hong Kong’s case

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Focused motivation

As they get older, some learners’ motivation may become more focused as their personal aspirations change.

(Arnett, 2002)

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Occupation need

How people’s need for English will not be uniform among 21st century populations, but will vary from very high in jobs involving information processing (including business and technology) to a much more restricted and specific need in other occupations.

(Warschauer, 2000)

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Hong Kong’s case

In Hong Kong, popular global culture may be motivating to teenagers in the classroom because it represents their most immediate meaningful contact with the language.

(Cheung, 2001)

Methodology

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In August 2002

junior high school students

Indonesia

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Participants

Site

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Quantitative

Data Analysis

Qualitative

Content analysis method

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Quantitative Part

219 students

First-year students

Aged 11-12

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Qualitative Part

semi-structured interview

focal group

12 learners

Observation

8 teachers are interviewed

Results

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Questionnaire result

Most notably in the music they like to listen to on cassette (western boy bands are especially popular in this age group) and in Hollywood movies and other programmes (e.g. English soccer matches) shown on TV. Listening to English radio programmes and reading English-language magazines or books are less popular.

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Questionnaire result

The respect for parental views has also been found to be a common feature of Asian students’ attitudes.

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Reasons given for liking to learn English

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Interview result

Almost all the children responded positively, citing for instance the absence of riots, the higher standard of living, and the advanced technology as reasons for admiring those countries, and even, in half the cases, actually wanting to travel or live there for a while.

“My comment is that English is good and stands on top of the world….and so too are English people like Queen Elizabeth, Princess Diana, David Beckham ...”

“I think Europeans and people from Asia, they’re generally good at English, if they’re interviewed [on TV] they reply in English…I was surprised at the way English has become the international language, that’s why I like it”.

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Interview result

One boy, whose questionnaire responses actually suggested a lower than average interest in English and low intrinsic motivation, said that his main ambition was….

“to be good at English, because in the future, according to my parents, globalization is going to happen…….Western people are going to come to Indonesia, and will get involved in every country…..It’ll be free, we can go wherever, they can go wherever.”

Conclusion

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Conclusion

This study suggests that these students are exposed to a powerful discourse, channelled presumably through parents and schools as well as the media, which has encouraged them to develop a vision of an English-speaking, globally-involved but nationally-responsible future self, and which contributes to a high initial level of motivation to learn the language (and especially to learn to speak it).

Critiques and Suggestions

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Critiques and Suggestions

• Should show the interview result about teachers

• Should introduce the way how to analyze the questionnaire

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Thank you