Article Summary for Oct. 3
http://iteslj.org/Articles/Norris-Motivation.html
Norris-Holt, J. (2001). Motivation as a Contributing Factor in Second Language Acquisition. The Internet TESL Journal. Retrieved April 25, 2004. Retrieved October 3, 2006.
In-text citations: pp. 120-121 & pp. 207-214
The author presents information regarding Gardner’s Socio-Educational Model, as well as explains the difference between what she states are the two types of motivation. “Motivation is divided into two basic types: integrative and instrumental. Integrative motivation is characterized by the learner’s positive attitudes towards the target language group and the desire to integrate into the target language community. Instrumental motivation underlies the goal to gain some social or economic reward through L2 achievement, thus referring a more functional reason for language learning.” (Norris-Holt, 2001, para. 1)
Norris-Holt also goes on to present information gained through previously conducted research in Japan. This study, conducted by Berwick and Ross (1989), consisted of a group of 90 Japanese students at the university level. The purpose of this research was to determine the amount/degree and form of motivation. According to Berwick and Rose, their results showed that students were found to possess instrumental motivation, with the underlying reason for studying English being the entrance exam requirements to the university. Typically, upon entrance to the desired establishment, the students’ interest to continue study declined (1989).
The author concluded the article by adding a discussion section, as well as suggestions for teachers. “Encouraging students to become more active participants in a lesson can sometimes assist them to see a purpose for improving their communication skills in the target language. Successful communication using the target language should result in the students feeling some sense of accomplishment.” (Norris-Holt, 2001, para. 20). As many teachers know, incorporating the use of interesting text or ones that relate to the students’ lives can also increase the amount of motivation to learn and use the target language.
Norris-Holt, J. (2001). Motivation as a Contributing Factor in Second Language Acquisition. The Internet TESL Journal. Retrieved April 25, 2004. Retrieved October 3, 2006.
In-text citations: pp. 120-121 & pp. 207-214
The author presents information regarding Gardner’s Socio-Educational Model, as well as explains the difference between what she states are the two types of motivation. “Motivation is divided into two basic types: integrative and instrumental. Integrative motivation is characterized by the learner’s positive attitudes towards the target language group and the desire to integrate into the target language community. Instrumental motivation underlies the goal to gain some social or economic reward through L2 achievement, thus referring a more functional reason for language learning.” (Norris-Holt, 2001, para. 1)
Norris-Holt also goes on to present information gained through previously conducted research in Japan. This study, conducted by Berwick and Ross (1989), consisted of a group of 90 Japanese students at the university level. The purpose of this research was to determine the amount/degree and form of motivation. According to Berwick and Rose, their results showed that students were found to possess instrumental motivation, with the underlying reason for studying English being the entrance exam requirements to the university. Typically, upon entrance to the desired establishment, the students’ interest to continue study declined (1989).
The author concluded the article by adding a discussion section, as well as suggestions for teachers. “Encouraging students to become more active participants in a lesson can sometimes assist them to see a purpose for improving their communication skills in the target language. Successful communication using the target language should result in the students feeling some sense of accomplishment.” (Norris-Holt, 2001, para. 20). As many teachers know, incorporating the use of interesting text or ones that relate to the students’ lives can also increase the amount of motivation to learn and use the target language.
posted by Tanya Loewen at 10:30 AM
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