Summary
Integrative motivation in a globalizing world
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.This research used closed and open questionnaire items, backed up by class observations and interviews with a selected group of learners.Very high levels of motivations to learn the language were found throughout the cohort, including both integrative and instrumental orientations, but these two traditionally that distinct constructs were found to be almost indistinguishable.The article argues that as English loses its association with particular Anglophone cultures and instead identified with powerful forces of globalization, the desire to "integrate " loses its explanatory power in many EFL contexts.Individuals may aspire towards a "biculture" identity which incorporates an English-speaking globally-involved version of themselves in addition to their local L-1 speaking self.It is speculated that changes in individuals' motivation to learn the language may therefore be partly explained by reference to ongoing processes of identification, especially during the formative years of adolescence.
Rewrite
This article was presented into the motivation of Indonesian children aged 11-12 years old, is the beginning of their English education in an urban junior high school.Closed and open questionnaire items were utilized by the researchers, and a selected group of students were observed and interviewed in class.It appeared that the cohort have very high levels of motivation to learn, both integrative and instrumental orientations were contained, but almost no difference could be found between these two conventionally distinct constructs.Students no longer only want to learn English "integrate" into the society and culture of an English-speaking country.Instead, learning English s seen as deiven by the powerful forces of glibalization. Individuals may have aspiration to a "biculture" identity which incorporates an English- speaking globally-involved version of themselves in addition to their local L-1 speaking self.It is assumed that changes in individuals' motivation to learn the language may therefore a part explanation of reference to ongoing processes of identification, especially during the formative years of adolescence.
Individual differences in second language acquisition: attitudes, learn subjectivity, and L2 pragmatic norms
Anecdotal reports from classroom language teachers suggest that students' professed positive attitudes towards learn English and their language-related behaviors often do not match.Many claim "interest" in the language and, when pushed to explain, the learners tend to state that" it is necessary" to study English for their future careers or for study abroad.Very few seems to be motivated to acculturate to the target language culture or norms of communication.These reports motivated my decision to look into the attitudes of EFL learners in the form of a study of individual differences, specifically, one which focuses on the relationship among attitudes , learner self-identity, and willingness to accommodate to L2 pragmatic norms.This paper reports on evidence of the extent Japanese EFL learners seek to adopt L2 communicative norms.The descriptive account explores learners' self-reports on attitudes towards the target language, subjective reactions to L2 pragmatic norms, and motivations towards accommodating to those norms.While the levels of resistance to acquiring proficiency in the use of L2 pragmatic norms is not strong, the learners' accounts indicate their efforts to establish a L2 self-identity compatible with their own individual goals.
Rewrite
An article reported that students' professed positive attitudes towards learning English often do not match with their language-related behaviors.Many learners explain "interest" that they tend to a necessary for career or study abroad.Few were motivated with acculturation and communication.The report explores learners on attitudes towards the target language, subjective reactions to L2 pragmatic norms, and motivations towards accommodating to these norms .It is also indicates learners' efforts to establish the compatibility with L2 self-identity and individual goals.
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.This research used closed and open questionnaire items, backed up by class observations and interviews with a selected group of learners.Very high levels of motivations to learn the language were found throughout the cohort, including both integrative and instrumental orientations, but these two traditionally that distinct constructs were found to be almost indistinguishable.The article argues that as English loses its association with particular Anglophone cultures and instead identified with powerful forces of globalization, the desire to "integrate " loses its explanatory power in many EFL contexts.Individuals may aspire towards a "biculture" identity which incorporates an English-speaking globally-involved version of themselves in addition to their local L-1 speaking self.It is speculated that changes in individuals' motivation to learn the language may therefore be partly explained by reference to ongoing processes of identification, especially during the formative years of adolescence.
Rewrite
This article was presented into the motivation of Indonesian children aged 11-12 years old, is the beginning of their English education in an urban junior high school.Closed and open questionnaire items were utilized by the researchers, and a selected group of students were observed and interviewed in class.It appeared that the cohort have very high levels of motivation to learn, both integrative and instrumental orientations were contained, but almost no difference could be found between these two conventionally distinct constructs.Students no longer only want to learn English "integrate" into the society and culture of an English-speaking country.Instead, learning English s seen as deiven by the powerful forces of glibalization. Individuals may have aspiration to a "biculture" identity which incorporates an English- speaking globally-involved version of themselves in addition to their local L-1 speaking self.It is assumed that changes in individuals' motivation to learn the language may therefore a part explanation of reference to ongoing processes of identification, especially during the formative years of adolescence.
Individual differences in second language acquisition: attitudes, learn subjectivity, and L2 pragmatic norms
Anecdotal reports from classroom language teachers suggest that students' professed positive attitudes towards learn English and their language-related behaviors often do not match.Many claim "interest" in the language and, when pushed to explain, the learners tend to state that" it is necessary" to study English for their future careers or for study abroad.Very few seems to be motivated to acculturate to the target language culture or norms of communication.These reports motivated my decision to look into the attitudes of EFL learners in the form of a study of individual differences, specifically, one which focuses on the relationship among attitudes , learner self-identity, and willingness to accommodate to L2 pragmatic norms.This paper reports on evidence of the extent Japanese EFL learners seek to adopt L2 communicative norms.The descriptive account explores learners' self-reports on attitudes towards the target language, subjective reactions to L2 pragmatic norms, and motivations towards accommodating to those norms.While the levels of resistance to acquiring proficiency in the use of L2 pragmatic norms is not strong, the learners' accounts indicate their efforts to establish a L2 self-identity compatible with their own individual goals.
Rewrite
An article reported that students' professed positive attitudes towards learning English often do not match with their language-related behaviors.Many learners explain "interest" that they tend to a necessary for career or study abroad.Few were motivated with acculturation and communication.The report explores learners on attitudes towards the target language, subjective reactions to L2 pragmatic norms, and motivations towards accommodating to these norms .It is also indicates learners' efforts to establish the compatibility with L2 self-identity and individual goals.
posted by alen17 at
9:49 PM
1 Comments:
This article was reported into the motivation of Indonesian children aged 11-12 years old, as their beginning of study of English in an urban junior high school.
-->...was presented in this article
-->in the beginning of their English education ...
Closed and open questionnaire items were utilized by the research, and a selected group of students were observed and interviewed in class to back up.
-->in the researcher (by the researchers)
-->to back up what?
It appeared that the cohort have very high levels of motivation to learn, both integrative and instrumental orientations were contained, but as these two traditionally distinct constructs found that it is almost a indistinguishableness.
-->almost no difference could be found between these two conventinally different constructs.
The article states that as English loses its association with particular Anglophone cultures and is instead identified with powerful forces of globalization, the desire to "integrate" loses its explanatory power in many EFL contexts.
-->Students no longer only want to learn English becuase they wish to 'integrate' into the society and culture of an Englsh-speaking country. Instead, learning English is seen as driven by the powerful forces of glibalization.
Individuals may have aspiration to a "biculture" identity which incorporates an English- speaking globally-involved version of themselves in addition to their local L-1 speaking self.
-->可以再改多一點喔
It is assumed that changes in individuals' motivation to learn the language may therefore a part explanation of reference to ongoing processes of identification, especially during the formative years of adolescence.
-->可以再改多一點喔
-->As a result, learners' continuous processes of identification, particuarly as teenagers, may partly explain changes in their motivation.
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Yuhsiuwriting, at 9:54 PM
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