Title

Motivation Over Time: Learning English as a Second Language

Date

5-31-2018 8:37 AM

End Time

31-5-2018 8:44 AM

Location

WUC Willamette Room

Session Chair

Henry Hughes

Session Title

Literature, Writing and Linguistics

Presentation Type

Presentation

Faculty Sponsor(s)

Robert Troyer

Abstract

In the 20th century, R.C. Gardener developed the Attitude/Motivation Test Battery (AMTB) to assess an L2 learner’s beliefs and feelings about learning foreign languages. Using a Language Motivation Assessment (LMA) based on Gardener’s AMTB, this study examines the factors that affect motivation, the ways a learner’s motivation can change over time, and strategies that can be used to increase motivation for a learner that is primarily extrinsically motivated. The data from the LMA was supplemented with information gathered during informal meetings with the study’s participant in which aspects that might affect motivation were discussed. The findings suggest that a variety of factors influence motivation; these include the reasons an L2 learner has for studying the language, cultural and familial pressures and support, and the L2 learner’s experiences with teachers. The results also show that reducing language anxiety and giving a lighter class workload may help increase a learner’s motivation over time, especially if the learner is extrinsically motivated.

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May 31st, 8:37 AM May 31st, 8:44 AM

Motivation Over Time: Learning English as a Second Language

WUC Willamette Room

In the 20th century, R.C. Gardener developed the Attitude/Motivation Test Battery (AMTB) to assess an L2 learner’s beliefs and feelings about learning foreign languages. Using a Language Motivation Assessment (LMA) based on Gardener’s AMTB, this study examines the factors that affect motivation, the ways a learner’s motivation can change over time, and strategies that can be used to increase motivation for a learner that is primarily extrinsically motivated. The data from the LMA was supplemented with information gathered during informal meetings with the study’s participant in which aspects that might affect motivation were discussed. The findings suggest that a variety of factors influence motivation; these include the reasons an L2 learner has for studying the language, cultural and familial pressures and support, and the L2 learner’s experiences with teachers. The results also show that reducing language anxiety and giving a lighter class workload may help increase a learner’s motivation over time, especially if the learner is extrinsically motivated.