Listening to Romanian Teenagers: Lessons in Motivation and ELT Methodology

Taylor, Florentina

doi:10.1057/9781137000873_3

Cited by 8 publications

(11 citation statements)

References 44 publications

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“…Taylor (2013) has argued on the basis of her large-scale study of Romanian teenagers, for example, that many school pupils display 'public selves' in their English language classroom which are at odds with how they really see themselves as language learners (e.g. some trying to appear coolly detached to peers while actually ambitious, others demonstrating false ambition to the teacher).…”

Section: Present Selves and Identitiesmentioning

confidence: 99%

“…One of the criticisms of the L2MSS is that it has directed too much attention towards future-oriented aspects of the self, and ignores the motivational consequences of other self-concepts and more immediately relevant identities. Taylor (2013) has argued on the basis of her large-scale study of Romanian teenagers, for example, that many school pupils display ‘public selves’ in their English language classroom which are at odds with how they really see themselves as language learners (e.g. some trying to appear coolly detached to peers while actually ambitious, others demonstrating false ambition to the teacher).…”

Section: Theory-based Research On L2 Motivationmentioning

confidence: 99%

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The motivational dimension of language teaching

2017

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Motivation is recognized as a vital component in successful second language learning, and has been the subject of intensive research in recent decades. This review focuses on a growing branch of this research effort, that which examines the motivational effects of language teaching. This is pertinent because, despite enhanced mobility and expanding access to foreign languages online, most learners' early encounters with the second language (L2) still take place in classrooms, and these encounters may shape attitudes and determine students' willingness to invest further in the L2. Four main types of research are reviewed: first, that which deliberately seeks to identify and evaluate strategies to motivate L2 learners; second, that which has tested the validity of psychological theories of motivation by applying their precepts in L2 classrooms; third, that which assesses the motivational effects of a pedagogical innovation or intervention; fourth, research on what has been too often the unintended outcome of language education, namely learner demotivation. The review highlights the complexity of the relationship between teaching and learner motivation but an attempt is made to articulate some emerging verities and to point towards the most promising avenues for future research.

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Section: Present Selves and Identitiesmentioning

confidence: 99%

Section: Theory-based Research On L2 Motivationmentioning

confidence: 99%

The motivational dimension of language teaching

2017

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“…In a review article around the motivational dimension of language teaching, Lamb (2017) reasons that teachers and researchers should examine motivation in settings where English is a compulsory subject, and learners may be demotivated to learn it (e.g., Csizér & Dörnyei, 2005;Kikuchi, 2015;Taylor, 2013) despite teachers' discourse on its benefits. In such cases, Lamb argues that teachers may explore how to transform demotivation into motivation through action research.…”

Section: A Relational View Of Language Learning Motivationmentioning

confidence: 99%

Language curriculum transformation and motivation through action research

Banegas

2019

Curric. j.

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This article describes part of a larger action research study carried out in 2018 with secondary school learners and teachers of English in southern Argentina. The study was guided by two aims: (1) improving English language learner motivation, and (2) transforming the English as a foreign language (EFL) curriculum through teacher and learner engagement. The project also sought to help teachers develop professionally and exercise they agency as curriculum makers and developers through the support of teacher research. The study involved the participation of 920 learners in the design and implementation of EFL lessons which responded to their beliefs, expectations, and experiences. Data were collected through a survey, group and individual interviews, reflective journals, and whole class discussions. Drawing on thematic analysis and descriptive statistics, findings also show that learners moved from demotivation to motivation as they noted that they could contribute to curriculum enactment and transformation through active participation in teachers' pedagogical decisions. Findings also reveal that the enactment of a context-responsive and bottom-up curriculum led to motivational synergy, and teachers' agency enhancement through collaborative lesson planning, materials development, and research engagement for professional development. However, teachers experienced lack of confidence regarding teacher-made materials.

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“…As recognised by teachers in a number of European countries, while many students will readily engage with English in social practices outside school, they can often be reluctant to invest effort in formal learning (Henry 2013;Taylor 2013;Ushioda 2013). It is against this backdrop that, in a Swedish setting where English is near-ubiquitous in everyday environments and, for young people in particular, is the preferred medium of communication in many discourse practices, the current study seeks to understand the impact that out-of-school encounters with English can have on classroom motivation.…”

Section: Introductionmentioning

confidence: 99%