Language learning motivation as ideological becoming

Harvey, Lou

doi:10.1016/j.system.2016.12.009

Cited by 40 publications

(31 citation statements)

References 13 publications

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“…A famous linguist, Chomsky (as cited in Amold, 2000) even pointed out the main purpose of teaching is, in fact, 'making the students feel interested in the material ' (p. 13). For this, motivation has become an integrated and holistic ideology of learning a foreign language (Harvey, 2017), including the English language. Considering the importance of motivation in learning all subjects, including English, Schunk, Pintrich, and Meece (2008) believe that motivation can 'instigate and sustain' the learning process (p. 4).…”

Section: Motivati On and English Language Learningmentioning

confidence: 99%

Integrative and instrumental but low investment: The English learning motivation of Indonesian senior high school students

Muslim

Hamied

Sukyadi

2020

Indonesian J. Appl. Linguist.

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Considered important for global competitiveness like ASEAN Economic Society, the English proficiency of Indonesian students is unfortunately not satisfactory yet. This condition is, one of which, due to low teachers’ professionalism and students’ motivation for English learning. The motivation of students may become weak because they have not found ways to identify, drive and sustain it. Of the various studies on motivation and challenges in EFL practice in the Indonesian context, research specifically addressing how learners find motivation triggers synergized into project-based learning for sustainable and continuous English learning is still limited. This survey and interview study investigates the motivation of Senior High School (SHS) students in West Java province of Indonesia on English learning and how to drive their motivation through a collaborative project as mandated by the 2013 National Curriculum. Results of questionnaires, interviews and document analysis show that despite having integrative and instrumental motivation to learn English, the participating SHS students show low investment as indicated by low learning enthusiasm in the classroom and poor English performance. This low motivation is also related to some socioeconomic status such as school geographical location, classroom learning situation, and parental supports. The study recommends students’ involvement in a cooperative learning project which can direct and energize their English learning motivation so that they can have increased motivation, good English proficiency and become global citizens with high competitiveness.

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Section: Motivati On and English Language Learningmentioning

confidence: 99%

Integrative and instrumental but low investment: The English learning motivation of Indonesian senior high school students

Muslim

Hamied

Sukyadi

2020

Indonesian J. Appl. Linguist.

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“…For instance, such investigations may involve conceptualizing language learners in terms of L2 motivational self system, a conglomerate of what language learners want to become (“the ideal L2 self”), what language learners feel obliged to become (“the ought‐to L2 self”), and what they have experienced as language learners (“L2 learning experiences”) (e.g., Dörnyei & Chan, ; Dörnyei & Ushioda, ). They may have been informed by theorization of key constructs such as desire, identity, and investment to examine what language learners aspire to have and become, as mediated by shifting sociocultural and contextual conditions (e.g., Harvey, ; Kubota, ; Motha & Lin, ; Norton, ). Apart from such focus on the individual self and its attributes, researchers have also engaged in the profound consequences that individuals learning foreign languages may have in their own and target language speakers’ communities (e.g., Gardner, ).…”

Section: “Posture” As a Means To Theorize Language Learning Motivationmentioning

confidence: 99%

What Motivates Chinese University Students to Learn Japanese? Understanding Their Motivation in Terms of ‘Posture’

Teo

Hoi

Gao

et al. 2019

The Modern Language Journal

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In light of popular nationalism on the rise in China and Japan, this inquiry develops and validates a survey instrument to document university students’ motivation to learn Japanese in mainland China and explore how the learning of a foreign language may lead to better cross‐cultural understanding. A total number of 398 Chinese learners of Japanese in Chinese universities participated in the survey and 12 of them participated further in post‐survey interviews. The results confirm that participants’ interest in Japan‐related products, employment opportunities, and activities contribute to the motivation to learn the language for cross‐cultural understanding and undertake cross‐cultural exchanges with Japanese people. The results suggest that increased exposure to Japan‐related affairs in the media coverage undermines their desire for intercultural communication and increases the approach for interacting with Japanese people. This means it is necessary for Japanese language educators to engage with Japanese language learners and to address macro contextual processes such as rising tensions between the two countries, negative coverage on China in Japan's media, and negative coverage on Japan in the Chinese media.

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“…Oleh sebab itu, seorang pendidikan sudah sepatutnya selalu memberikan motivasi positif kepada para peserta didiknya. Meningkatkan motivasi belajar mahasiswa merupakan suatu proses holistik dan berkaitan dengan lingkungan belajar (Harvey, 2017;Thompson, 2017). Mahasiswa yang memiliki motivasi tinggi akan melalukan pemantauan secara sistematis terhadap proses belajarnya (Baars dan Wijnia, 2018).…”

Section: Pembahasanunclassified

Perbedaan Motivasi Belajar Mahasiswa antara Sebelum dan Sesudah Mengikuti Pelatihan Motivasional

Sultoni

Gunawan

Pratiwi

2018

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The purpose of this research is to know the difference of students' learning motivation between before and after motivational training. The research method is based on quantitative methods. The sample of this research is the new students as many 223 students the attended in Motivational Building for High Performance, State Islamic University of Sunan Ampel Surabaya. The research instrument is a questionnaire. Data analysis used is: descriptive analysis with stanfive formula and paired sample t test. The result of data analysis concludes that there is a significant difference of student motivation between before and after motivational training.

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Language learning motivation as ideological becoming

Cited by 40 publications

References 13 publications

Integrative and instrumental but low investment: The English learning motivation of Indonesian senior high school students

Integrative and instrumental but low investment: The English learning motivation of Indonesian senior high school students

What Motivates Chinese University Students to Learn Japanese? Understanding Their Motivation in Terms of ‘Posture’

Perbedaan Motivasi Belajar Mahasiswa antara Sebelum dan Sesudah Mengikuti Pelatihan Motivasional

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