Motivation for Advanced Level Esl Learning
Essay Advanced Level Motivational Factors
In ESL Language Training
Submitted in Partial Fulfillment of the
Degree of PhD in International Business
Table of Contents
Section | Title | Page | 1 | Abstract and Introduction | 1 | 2 | Andragogy and Self-Motivation | 3 | 3 | Foreign Language Learners vs Second Language Learners | 6 | 4 | The Attitude Motivation Test Battery | 7 | 5 | Excerpts from Long Beach Community College Study | 9 | 6 | Summary and Conclusions | 15 | 7 | References | 17 |
Part 1.
Abstract and Introduction
Abstract
In recent years, TESOL has called for the study of the social and cognitive factors that affect adult English learners’ participation in formal language learning. Numerous research projects have investigated the motivational influences and factors of adult immigrant English. In particular, factors and motivations which led them to take an advanced ESL courses after already having adequate fluency in English to conduct their work and daily lives. Using both qualitative and quantitative approaches, these studies have frequently uncovered that the ESL students opted to pursue advanced language training to, primarily, join the dominant language culture and community. Practical reasons, although very important to the learners, seem to be outweighed by the psychological drive to integrate into the culture. Social identity often proves to be the major factor in this process as student motivation often fostered by a self perceived difference between their current and desired identities as assimilated speakers of their new language. Fundamentally they saw language education as an essential transitional requisite for attainment of this preferred identity.
Introduction
The study of TESOL, which can trace its roots applied linguistics, occasionally failed to think about many non-linguistic aspects and situations of use which can influence learning. A large part of this knowledge, though, collected through education and
In ESL Language Training
Submitted in Partial Fulfillment of the
Degree of PhD in International Business
Table of Contents
Section | Title | Page | 1 | Abstract and Introduction | 1 | 2 | Andragogy and Self-Motivation | 3 | 3 | Foreign Language Learners vs Second Language Learners | 6 | 4 | The Attitude Motivation Test Battery | 7 | 5 | Excerpts from Long Beach Community College Study | 9 | 6 | Summary and Conclusions | 15 | 7 | References | 17 |
Part 1.
Abstract and Introduction
Abstract
In recent years, TESOL has called for the study of the social and cognitive factors that affect adult English learners’ participation in formal language learning. Numerous research projects have investigated the motivational influences and factors of adult immigrant English. In particular, factors and motivations which led them to take an advanced ESL courses after already having adequate fluency in English to conduct their work and daily lives. Using both qualitative and quantitative approaches, these studies have frequently uncovered that the ESL students opted to pursue advanced language training to, primarily, join the dominant language culture and community. Practical reasons, although very important to the learners, seem to be outweighed by the psychological drive to integrate into the culture. Social identity often proves to be the major factor in this process as student motivation often fostered by a self perceived difference between their current and desired identities as assimilated speakers of their new language. Fundamentally they saw language education as an essential transitional requisite for attainment of this preferred identity.
Introduction
The study of TESOL, which can trace its roots applied linguistics, occasionally failed to think about many non-linguistic aspects and situations of use which can influence learning. A large part of this knowledge, though, collected through education and
References: Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist. Bernat, E. (2004). Investigating Vietnamese ESL learners ' beliefs about language learning. English Australia Journal. Brilliant, J DeCharms, R. (1984). Motivation enhancement in educational settings. In R. E. Ames & C. Ames (Eds.), Research on motivation in education. New York: Academic Press. Gardner, R Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language. Rowley, MA: Newbury House. Gardner, R.C., & Smythe, P.C Jarvis, P. (1987). Adult learning in the social context. New York: Croom Helm. Keller, J Kidd, J. R. (1973). How adults learn. New York: Association Press. Knowles, M Kolb, D. (1984). Experiential learning: Experience as a source of learning and development. Englewood Cliffs, NJ: Prentice Hall. Krajnc, A Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education. Paper, L