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Journal articles on the topic 'Motivational speakers'
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1
Azlia, Safira Cahyani. "Interactional discourse of male and female motivational speech in TED Talks: A corpus-based study." Rainbow : Journal of Literature, Linguistics and Culture Studies 11, no. 1 (April 29, 2022): 42–49. http://dx.doi.org/10.15294/rainbow.v11i1.54777.
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TED talks are known for highlighting the speaker’s affective responses to the topic and encouraging the audience to engage along that lead to a great number of interactive functions of discourse markers and features. Thus, the writer is interested in analyzing the interactional discourse markers used in motivational speech in TED talks by comparing the difference between male and female speakers. The data consists of two corpora of TED motivational speeches delivered by male and female speakers with the total of 43160 tokens of female speaker corpus and 51873 tokens of male speaker corpus. The data is analyzed by using Hyland’s stance and engagement features to identify both speakers and audience point of view in the speech. The findings show that female speakers tend to use more of both stance and engagement features than male speakers. It is shown that female speakers tend to be more expressive in composing their speech in order to create an impressive and communicative presentation. Meanwhile, male speakers tend to use more explicit and direct markers in their speech to engage with the audience and focus on delivering the topic and material instead.
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Kurata, Naomi. "Motivational Selves of Japanese Heritage Speakers in Australia." Heritage Language Journal 12, no. 2 (August 30, 2015): 110–31. http://dx.doi.org/10.46538/hlj.12.2.1.
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Relying upon Dörnyei’s (2005, 2009) L2 Motivational Self System and Ushioda’s (2009) person-in-context relational view of emergent motivation, self, and identity, the present study investigates the nature and construction of Japanese heritage learners’ motivational selves in relation to their HL learning experiences. Based upon questionnaire data and focus group discussions in Australia, the analysis reveals that HL speakers’ motivational selves are not fixed, individual difference characteristics, but are more properly described as a process. This process emerges through the interaction between the self-reflective intentional agent and complex social structures, language expertise, experiences, and contexts in which the HL speaker participates. The impact of learning experiences on the formation of motivational selves is highlighted, as is the importance of the link between these selves and issues relating to personal identity. Globalism, imagined communities, and transnational identities are among the phenomena discussed.
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Khoutyz, Irina P. "Constructed dialogue in motivational discourse: functions and cross-cultural specifics." Philological Sciences. Scientific Essays of Higher Education, no. 4 (July 2022): 13–21. http://dx.doi.org/10.20339/phs.4-22.013.
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The article is devoted to the phenomenon of constructed dialogue (CD) which is understood as a speaker’s reproduction of someone’s words according to his/her information interpretation. The term of CD was introduced by Deborah Tannen and is defined by contemporary as an efficient communication strategy that allows to simultaneously fulfil a complex of goals. The purpose of this research is to examine the specifics of the CD use by motivational speakers in English and in Russian. The research corpus comprises three motivational speeches in Russian and four motivational speeches in English. Prior to discourse analysis, all the speeches were transcribed and the examples of CD, found in them, were numbered. Tannen’s classification of CD types was used to identify their characteristics. The research shows that CD is a typical feature of motivational discourse, where it performs simultaneously entertaining, expressive, and contact-establishing functions. Russian and English-language speakers who are emotional and rely during their speech delivery on verbal and nonverbal channels mostly use choral and inner speech types. These varieties of CD allow them to openly share their emotions and express their feelings about the discussed events. Those speakers who prefer to rely on arguments, comparisons and explanations use CD as instantiation type. The research concludes that the specifics of the CD use depend more on the communication type of the speakers rather than on their cultural background.
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Al-Hoorie, Ali H. "Unconscious motivation. Part I: Implicit attitudes toward L2 speakers." Studies in Second Language Learning and Teaching 6, no. 3 (September 29, 2016): 423–54. http://dx.doi.org/10.14746/sllt.2016.6.3.4.
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This paper reports the first investigation in the second language acquisition field assessing learners’ implicit attitudes using the Implicit Association Test, a computerized reaction-time measure. Examination of the explicit and implicit attitudes of Arab learners of English (N = 365) showed that, particularly for males, implicit attitudes toward L2 speakers are associated with self-reported openness to the L2 group and with strength of correlations among attitudinal and motivational variables. Implicit attitudes also moderated important paths in the L2 Motivational Self System. The paper concludes that implicit attitudes seem to be a meaningful individual difference variable, adding a new dimension to our understanding of language motivation.
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Jiang, Xiaoming, Kira Gossack-Keenan, and Marc D. Pell. "To believe or not to believe? How voice and accent information in speech alter listener impressions of trust." Quarterly Journal of Experimental Psychology 73, no. 1 (August 6, 2019): 55–79. http://dx.doi.org/10.1177/1747021819865833.
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Our decision to believe what another person says can be influenced by vocally expressed confidence in speech and by whether the speaker–listener are members of the same social group. The dynamic effects of these two information sources on neurocognitive processes that promote believability impressions from vocal cues are unclear. Here, English Canadian listeners were presented personal statements ( She has access to the building) produced in a confident or doubtful voice by speakers of their own dialect (in-group) or speakers from two different “out-groups” (regional or foreign-accented English). Participants rated how believable the speaker is for each statement and event-related potentials (ERPs) were analysed from utterance onset. Believability decisions were modulated by both the speaker’s vocal confidence level and their perceived in-group status. For in-group speakers, ERP effects revealed an early differentiation of vocally expressed confidence (i.e., N100, P200), highlighting the motivational significance of doubtful voices for drawing believability inferences. These early effects on vocal confidence perception were qualitatively different or absent when speakers had an accent; evaluating out-group voices was associated with increased demands on contextual integration and re-analysis of a non-native representation of believability (i.e., increased N400, late negativity response). Accent intelligibility and experience with particular out-group accents each influenced how vocal confidence was processed for out-group speakers. The N100 amplitude was sensitive to out-group attitudes and predicted actual believability decisions for certain out-group speakers. We propose a neurocognitive model in which vocal identity information (social categorization) dynamically influences how vocal expressions are decoded and used to derive social inferences during person perception.
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Han, Yeji, and Kim McDonough. "Korean L2 speakers’ regulatory focus and oral task performance." International Review of Applied Linguistics in Language Teaching 56, no. 2 (May 25, 2018): 181–203. http://dx.doi.org/10.1515/iral-2015-0116.
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AbstractThe L2 motivation self system posits that motivation emerges from the dynamic interactions among a learner’s ideal L2 self, ought-to L2 self, and situated learning experience. Only a few studies to date have investigated the individual and combined impact of trait-based and task-induced motivation (i. e., situational motivation related to the immediate learning environment) on L2 performance. Therefore, the current study explored whether Korean L2 speakers’ trait-based and task-induced regulatory focus impacted their oral task performance. Vietnamese university students (N=62) studying Korean as a foreign language completed a questionnaire to assess their L2 instrumentality as being oriented toward prevention or promotion. They were randomly assigned to promotion or prevention task-induced conditions, and then carried out an oral task. The results indicated that whereas the participants’ general motivational tendencies did not impact their task performance, the task-induced prevention condition facilitated faster speech rate (i. e., fluency) and lower error rate (i. e., accuracy) than the promotion condition. Implications for further studies are discussed.
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Lu, Xiuchuan, Yongyan Zheng, and Wei Ren. "Motivation for Learning Spanish as a Foreign Language: The Case of Chinese L1 Speakers at University Level." Círculo de Lingüística Aplicada a la Comunicación 79 (September 19, 2019): 79–98. http://dx.doi.org/10.5209/clac.65649.
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The study of motivation based on non-English languages has attracted increasing attention in recent years, but related research in China is still limited. In an attempt to address this situation and with Dörnyei’s L2 Motivational Self System (L2MSS) as a framework, this paper studied seventeen Chinese university students’ motivational disposition to learn Spanish as their university major without abandoning their English study. Based on Q-methodology and complementary interviews, the results of our experiment showed that these Chinese students displayed two types of foreign-language learning motivation, one being “Multilingual group with an English orientation”, and the other “Strong Spanish”. The first group, profoundly influenced by their ideal L2 selves, had a strong motivation to learn English instead of Spanish, while the second group learned Spanish with a motivation closely related to their ought-to L2 selves. A variety of analyses were applied to answer questions pertaining to group differences and students’ attitudes towards Spanish and English learning mediated by individual, educational, and social factors.
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Takkaç Tulgar, Ayşegül. "A case study on the effects of glocal second language setting on the language learning motivation of foreign learners of Turkish." International Journal of Multicultural Education 20, no. 3 (October 30, 2018): 80. http://dx.doi.org/10.18251/ijme.v20i3.1686.
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This case study examines the relationship between the glocal second language setting and the motivational levels of foreign learners of Turkish. Selected by purposeful sampling, the participants were 10 foreign learners of Turkish taking a year-long preparatory class in language education at AtaTömer. The content analysis of the data collected through six open-ended questions and semi-structured interviews showed that, being aware of the importance of motivation in language learning, the participants considered taking courses from native speaker teachers and having intercultural interaction with native speakers and classmates from different countries as motivating factors, while initial concerns for preserving cultural identity in the new community and some language-related difficulties were considered as demotivating factors in the glocal second language setting.
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Mubarak, Ahmed Sahib, and Kadhim Ketab Rhaif. "Investigating pragma-rhetorical strategies utilized by American commencement speakers to motivate graduates for managing future opportunities and challenges." Linguistics and Culture Review 5, S1 (August 6, 2021): 342–62. http://dx.doi.org/10.21744/lingcure.v5ns1.1399.
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Motivating emotions is a critical factor in empowering students to manage the troubles they might face. Educational organizations pay great efforts to employ all the available means that can motivate their students for better learning from early stages until universities or institutes levels. The administrations of some universities and institutes, especially in the United States of America, do not stop there and pay more attention on motivating their students at the graduation parties on how to manage future businesses and challenges. This study explores how commencement speakers utilize success stories pragma-rhetorically to motivate the graduates to behave wisely to take future decisions. It investigates the pragmatic-rhetorical strategies in the motivational storytelling that is delivered within commencement speeches at American universities and institutes. It aims to recognize and analyze these strategies that commencement speakers employ as strategic strategies in presenting their stories to achieve their motivational purposes. More specifically, it explores how speech acts, rhetorical tropes, conversational implicatures, and rhetorical appeals are used and distributed in the storytelling discourse. To this end, the researchers selected ten commencement speeches delivered by American commencement speaker.
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García Pinar, Aranzazu. "Strengthening the visions of students as proficient L2 speakers: A teaching proposal for the EFL classroom." International Education and Learning Review 1, no. 2 (July 10, 2019): 51–60. http://dx.doi.org/10.37467/gka-edurev.v1.2066.
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Over the past ten years, research on second language motivation has been dominated by Dörnyei’s influential motivational paradigm, the L2 Motivational Self System. This theoretical construct is comprised of the ideal L2 self, the ought-to L2 self and the L2 learning experience. Students’ imagined visualisations are central components in this theory, as this holds that students who have an explicit ideal self-image with an L2 component are more likely to be motivated to learn a language than other students that have not established a desired future state goal for themselves. To enhance students’ future-self-images, L2 lecturers can create adequate L2 learning experiences, where methodologies and materials fit in with the students’ needs, and where their visions as proficient users of the L2 are regularly sustained and strengthened by productive and realistic tasks. This article offers a teaching proposal that uses multimodal TED conferences as classroom artefacts to embolden students in the foreign language classroom to speak in public. These students might, if able to visualise their desired language selves portrayed in TED speakers, be motivated to spread their ideas worth spreading.
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Adara, Reza Anggriyashati. "Motivational Factors to Learn English among University Students in An Urban Area." Sukma: Jurnal Pendidikan 3, no. 2 (December 30, 2019): 187–202. http://dx.doi.org/10.32533/03203.2019.
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Motivation can be considered as one of influential factors in foreign language (FL) learning as it helps to sustain learner’s interest during long and tedious learning process of FL. According to Deci and Ryan (2000), motivation can be categorized into two types; intrinsic and extrinsic motivation. The present study aims to investigate intrinsic and extrinsic motivational factors of a group of university students in an urban area to learn English. The present study applied a mixed method approach by administering a set of questionnaires and interviews. In addition to a relatively high level of motivation among the participants, the findings of present study show an interest in English language skills and positive attitudes to native speakers of English, English speaking countries, and English learning as intrinsic motivational factors to learn English. On the other hand, the chances of getting better jobs and personal development as extrinsic factors which motivate students to learn English. The present study recommends English teachers as well as educational institutions to provide teaching and learning materials which suited to improve students’ motivation.
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Rosiak, Karolina, and Michael Hornsby. "Motivational Factors in the Acquisition of Welsh in Poland." Studia Celtica Posnaniensia 1, no. 1 (July 1, 2016): 57–73. http://dx.doi.org/10.1515/scp-2016-0004.
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Abstract For some years now, Welsh has been taught as a foreign language outside Wales, most especially in other Celtic countries, central Europe – and Poland. The first courses were established in the Catholic University of Lublin in the 1980s, and this provision has expanded over the years to include a Celtic language specialisation within the Faculty of English at Adam Mickiewicz University in Poznań. Relying at first on teachers from Wales to provide instruction in Welsh, the Centre for Celtic Studies is increasingly producing new, competent speakers/users of Welsh among the Poles. An obvious question to be asked concerns motivational issues – why, on the eastern edges of the European Union, are there people willing to put the effort into learning a language from the far west of Europe, when they have, in some cases, little contact with regular users of Welsh? Through the use of focus group interviews, the present study attempts to discover what motivates Polish students to study Welsh in a context of limited direct contact with the speakers of the language and limited, indirect access to Welsh language and culture.
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Alshatti, Abdullatif. "The Role of Second Language Motivation in Constructing the Self: An Empirical Study to Investigate the Role of Motivational Trajectories in Negotiating and Reconstructing Academic Sojourners’ Desired Selves in the UK." European Journal of Educational Research 11, no. 1 (January 15, 2022): 305–24. http://dx.doi.org/10.12973/eu-jer.11.1.305.
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<p style="text-align: justify;">This study is an endeavour to explicate the dissonance of the linguistic quality outcome of study abroad (SA) experiences by exploring the second language (L2) motivation of six academic sojourners in Manchester. A person-in-context approach revealed that developing intimate relationships with ‘native-speakers’, providing L2-mediated interaction opportunities with international students, and social approval were key determinants of the extent to which SA students were invested in social practices. Such social engagements were found to stem from second language motivation that is part of identity construction process. In addition, the thematic analysis of the narrative inquiries suggests that the global status of the English language defies the traditional conceptualisations of L2 motivation as most participants’ motivations were formed despite their negative or neutral attitudes towards the English community. The findings also endorse the role of the other as a robust motivational source by which learners can replenish their motivation stream, leading to social identity investment to construct their ideological selves. The paper concludes with a recommendation to re-interpret the conceptualisation of the Ideal L2 Self system because ‘native-speakers’ are rarely the closest parallels to L2 learners, and it should incorporate explicit intrinsic orientations. Furthermore, language institutions in SA contexts should direct their focus on establishing conversation clubs and hosting social events for SA students to provide a safe space for their identities to be developed, enacted and reconstructed.</p>
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Царьова, Ірина. "Актуальність створення мотиваційного словника юридичної лексики." Pomiędzy. Polonistyczno-Ukrainoznawcze Studia Naukowe 7, no. 4 (2022): 49–57. http://dx.doi.org/10.15804/ppusn.2022.04.05.
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The article is devoted to the concept of creating a motivational dictionary of modern Ukrainian legal vocabulary, which is a lexicographic description of motivational associations generated by a word during its perception and semantization and obtained as a result of a directed associative experiment. This article presents a psycholinguistic study that motivatedness is understood as the property of a word, which allows realizing the conditionality of the connection meaning (the content) and the sound shape of the word (expression) on the basis of the correlation of the word with the linguistic, extra-linguistic reality and mental categories. Definition of classification parameters of the concept of motivation (motivatedness) applied for terminology research and development of methodological principles of the motivation research of terminology vocabulary. The role of the associative experiment in studying the potential of the word motivation is fundamental, since it is the associative experiment that allows the legal researcher to identify the comprehension, awareness by the native speakers of the motivational associativity of the lexical units of the modern Ukrainian legal text, to move from observing and analyzing the motivational activity of a limited number of words to a systematic study of the potential of the whole lexical array of language, thereby providing valuable material for lek a sycographic and theoretical description of the motivation of words, because the experimental data, determining the degree of manifestation of motivational nature, make it possible to classify lexical units into motivated and unmotivated, highly motivated and weakly motivated ones, reveal the existence of motivational-associative stereotypes or their absence, the ratio of the motivationalassociative standard and deviations from it. With the help of materials obtained using an associative experiment, the development of the word motivation, the similarity or difference of its modern formal-semantic interpretation can be revealed. In modern linguistics, it is commonly accepted that words (meaning of words) are motivated, depending on the preservation of the internal form of the word.
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Thompson, Amy S. "My many selves are still me: Motivation and multilingualism." Studies in Second Language Learning and Teaching 10, no. 1 (March 29, 2020): 159–76. http://dx.doi.org/10.14746/ssllt.2020.10.1.8.
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Two concepts of multilingualism that relate to the selves aspect of Dörnyei’s (2009) L2 motivational self system (L2MSS) are highlighted in this article: Thompson’s concept of perceived positive language interaction (PPLI) and Henry’s notion of the ideal multilingual self. With the dynamic model of multilingualism informing both concepts (Herdina & Jessner, 2002; Jessner, 2006, 2008), the intangible advantage that multilingual speakers have over monolingual speakers is clearly articulated in the discussion of this topic. The interconnectivity of language systems is an inherent aspect of the DMM; as such, both Thompson with PPLI and Henry with the ideal multilingual self incorporate the DMM as a framework to indicate the fluid nature of these constructs as additional language learning experiences are added to the system over time. This article further explores the dynamicity of multilingual learners’ language systems and the influences that induce change. Specifically, data from Thompson’s (2017b) study on LOTE learners are re-examined to explore this question. Additionally, excerpts from Natasha Lvovich’s (1997) The Multilingual Self, an autobiography of an L1 Russian speaker, are analyzed to present different possible models of incorporating the multilingual self and PPLI. The article ends with a discussion of an inherently multilingual context, as well as thoughts regarding the possibility of different types of future selves.
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Dégi, Zsuzsanna, and Orsolya Kovasch. "English language learning motivation of students at the Sapientia Hungarian University of Transylvania in Miercurea Ciuc." Journal of Education Culture and Society 12, no. 2 (September 25, 2021): 567–82. http://dx.doi.org/10.15503/jecs2021.2.567.582.
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Aim. The present research aims to explore the English language learning motivation of students at the Sapientia University, Faculty of Economics, Socio-Human Sciences and Engineering, Miercurea-Ciuc (Csíkszereda). Method. 103 students took part in the exploratory research where an online questionnaire containing 50 statements was used to find out students’ motivations to learn English, focusing on seven different motivational factors (instrumentality, desire to become a global citizen, ideal foreign language self, desire for self-satisfaction, attitudes towards learning English, cultural integration and ought-to foreign language self). Results and conclusion. Results show that instrumental motivation has a strong effect on the surveyed students as they are highly motivated by the idea of getting a well-paying job with the help of their English language knowledge. Moreover, we also found out that participant students do not want to integrate within a native English-speaking community; they do not want to speak the language as native speakers, they rather aim to become global citizens with English. Cognitive value. The results of this exploratory research might offer valuable insight into students’ language learning motivation. Therefore, the study might be helpful for university teachers to have detailed information and a clearer picture of their students’ language learning motivations.
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TUMASANG, Solange SWIRI. "Motivational Quotes on Social Media: A Rhetorical Appraisal." International Journal of Linguistics Studies 2, no. 1 (January 15, 2022): 08–18. http://dx.doi.org/10.32996/ijls.2022.2.1.2.
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The world we live in has become an ocean filled with undulating waves of motivational messages. People ply the earth with vain looks; every unfortunate encounter seems to be welcomed with lots of bitterness. What can be done to remedy this situation? This is where motivational speakers come to the stage. When people face various life challenges, they often resort to a motivational quote for a bit of inspiration. This study sets out to look at the rhetoric in some motivational quotes in a bid to elicit those elements that make them more resonant to the extent that some have become celebrated parts of society's lexicon. Using the rhetorical theory by (Selzer 2003), we discovered from the 100 quotes analyzed from Facebook that a subtle combination of good words mitting, motivational psychology and rhetorical appeals inspire people. Well-structured messages that use figures of speech and appeal to our inspirational nature can be meaningful and powerful in shaping our thoughts hence aiding us to appreciate some valuable things in our lives that have been underestimated.
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Hutsulyak, Tetiana. "Phraseologized morphemic structure of image derivatives and conditions for establishing motivational relationships." Linguistics, no. 2 (44) (2021): 63–76. http://dx.doi.org/10.12958/2227-2631-2021-2-44-63-76.
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The influence of motivational relations on the phraseologisation of the morpheme structure of a derived word is analyzed the article. The main factors that help to find the hidden semantic components of figurative derivatives that have not received formal expression are outlined. Figuratively motivated derivative units, the morpheme structure of which cannot reflect the entire amount of information related to this element of reality are the object of the study. The phraseologization of the morpheme structure of figurative derivatives is caused by several factors: 1) the absence of the indication to the nomination object in the morpheme structure of the word; 2) «blurriness» of features – the basis of figurative and comparative relations; the speaker has to establish this feature independently, based on the typical figurative ideas inherent in the collective consciousness of a particular ethnic community; 3) the invariance of the affixes meanings. The conditions for establishing motivational relationships, namely, the presence of a minimal contextual environment of the derivative, play an important role in determining the hidden semantic components. In addition, the meaning of the word-forming formants should also be taken into account. The verbal context enables to actualize in the semantics of the figurative derivative the motivational feature that served as the basis for the formation of individual lexical and word-forming meaning, which is more or less part of the structure of lexical meaning of the word. In some cases, particularly for derivative words rarely used in modern language (obsolete, socially marked ones, etc.), synonymous relations can be such a kind of «context». In addition to the verbal context, an important element for establishing motivational features is the reliance on the internal context, which helps to understand the content of figurative derivatives by referring to the diverse knowledge of native speakers about the motivator and the stable associative and figurative representations fixed by it.
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Nagano, Tomonori, Eric Ketcham, and Alexander Funk. "Why Do Heritage Language Speakers Opt Out of Their Own Heritage Language? A Survey-based Study of Heritage Language Learners at Community Colleges." Heritage Language Journal 16, no. 3 (December 31, 2019): 318–39. http://dx.doi.org/10.46538/hlj.16.3.3.
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This study analyzes the choices that heritage language (HL) learners make when enrolling in language courses at community colleges. Data from the Students and Instructors of Languages at Community Colleges (SILCC) Surveys, a nationwide survey with 1,756 students taking language courses at 101 community colleges across 33 states in the U.S., show that as many as 42.2% of community college students in modern language classrooms are identified as HL speakers. Surprisingly, more than half of these HL speakers are studying a language other than their own HL despite their prior linguistic knowledge, cultural familiarity, and familial ties with their HL. This paper evaluates a few possible explanations why a large proportion of HL speakers are opting to learn a new, third language. Building upon prior research and current data, we discuss differences in linguistic backgrounds, demographics, motivational attributes, and academic goals between HL learners studying their own HL and those studying a new language.
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García-Pinar, Aránzazu. "Taking a closer look at the speaking of ideal self of Spanish undergraduates." Studies in English Language and Education 8, no. 3 (September 16, 2021): 901–16. http://dx.doi.org/10.24815/siele.v8i3.20504.
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Over the past fifteen years, research on second language (or L2) motivation has been dominated by Dörnyei’s influential paradigm, the L2 Motivational Self System. Students’ imagined visualisations are key components in this theory, as those students who have a clear ideal self-image with an L2 component will probably be more motivated to learn a language than others that have not established a desired future state goal for themselves. This article reports the qualitative findings of a mixed-method study that explored the effects of a multimodal intervention with influential speakers on changing the students’ attitudes in public speaking. Semi-structured interviews and open-ended questionnaires were conducted with 11 engineering undergraduates, who volunteered to take part in the present study. Qualitative data showed that the multimodal intervention accompanied by goal setting (i.e., students’ classroom oral presentations) triggered an increase in some students’ future speaking selves. Six of the eleven students demonstrated a slight development in their levels of linguistic self-confidence, which made their vision of their ideal L2 speaking selves more realistic and clearer. The article discusses the implications of these findings and calls for a pedagogical shift that embraces more opportunities to assess the multimodal skills and strategies students need to become fluent L2 speakers.
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Campbell, Elizabeth, and Neomy Storch. "The changing face of motivation." Australian Review of Applied Linguistics 34, no. 2 (January 1, 2011): 166–92. http://dx.doi.org/10.1075/aral.34.2.03cam.
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Motivation to learn a second language (L2) is considered a crucial individual factor in explaining success or lack thereof in second language learning. This study examined learners’ motivation to learn Chinese as a second language (L2). The study was longitudinal and cross-sectional. Interviews were conducted with learners at different year levels over the course of a university semester to analyse motivation to choose a particular L2, how motivation changes over time, and factors contributing to that change. The study found that motivation is diverse, complex, and undergoes many fluctuations. Motivation to begin language study was related to both past L2 learning experiences and personal goals. Once language study began, factors related to the learning environment were the most important factors to impact on motivation, and were also most likely to demotivate learners. However, when learners had a clear future image of themselves as speakers of the L2, they were able to continue motivating themselves, regardless of the demotivation stemming from their learning environment. These findings lend some support for Dörnyei’s (2005, 2009) L2 Motivational Self-System theory, which highlights the importance of the ideal L2 self as a powerful motivator to learn an L2.
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Hessel, Gianna. "The role of international student interactions in English as a lingua franca in L2 acquisition, L2 motivational development and intercultural learning during study abroad." Studies in Second Language Learning and Teaching 9, no. 3 (September 27, 2019): 495–517. http://dx.doi.org/10.14746/ssllt.2019.9.3.4.
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Crossing borders features prominently as a theme in study abroad, not only in terms of students’ physical border crossings but also in their intercultural interactions with second language (L2) speakers whose background (linguistic and otherwise) they may perceive as markedly different from their own. Researchers have had a long-standing interest in study abroad participants’ interactions with other L2 speakers abroad for their perceived potential to enhance L2 development, L2 motivation and intercultural learning processes. The focus of existing studies in this area has been on the interactions of study abroad participants with host national students, while their interactions with other international students who are also L2 users abroad have received far less attention, despite the ever-growing international student populations at European universities. This study examined students’ views regarding the role that lingua franca (LF) interactions with other international students played in their L2 acquisition, their L2 motivational development and their intercultural learning during study abroad. The data were derived from an empirical study that involved 81 German ERASMUS students who were studying in the UK for up to one academic year. The students’ views were elicited at the end of their stay with open-ended questionnaire items, and their verbal responses were analyzed using thematic content analysis. The analysis of the students’ reflections revealed a number of functions in each of the three areas, highlighting the potential of international student interactions as a viable source of L2 acquisition, L2 self-motivation, and intercultural learning during study abroad.
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Curran, Judy, Rachel Doherty, Gráinne Donaghy, and Keith Gardiner. "Engaging, leading and improving at the Northern Ireland Faculty of Medical Leadership and Management (FMLM) conference." BMJ Leader 1, no. 4 (October 27, 2017): 48–49. http://dx.doi.org/10.1136/leader-2017-000051.
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This article is a review of the Northern Ireland Faculty of Medical Leadership and Management (FMLM) conference, which took place on 9 March 2017 in Riddel Hall, Belfast. The conference programme included a number of inspiring and motivational keynote talks and workshops that embedded the theme of ‘Engaging, Leading and Improving’ throughout. This article summarises the main points from the keynote speakers and workshops. It also details the key learning points arising from the day as highlighted by delegate feedback.
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Hernández-Sacristán, Carlos, and Enrique Serra-Alegre. "On the metacognitive dimension of suspended syntactic constructions. A descriptive study on aphasic Spanish speakers." Revista de Investigación en Logopedia 6, no. 1 (May 9, 2016): 42–69. http://dx.doi.org/10.5209/rlog.58554.
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By taking into consideration conversational outputs from aphasic Spanish speakers, a functional characterisation of suspended syntactic constructions will be provided here. Suspensions of syntactic constructions may be initially thought of as attributed to a language processing deficit in people with aphasia, which is, in fact, only partly the case. An examination of conversational data demonstrates, however, that a comprehensive explanation of syntactic suspensions requires a re-assessment of this phenomenon in the realm of meta-cognitive processes associated with language behaviour. Five general types of procedures and contexts for suspended syntactic constructions will be proposed and discussed in this paper. They differentially involve a series of metacognitive processes such as monitoring for anticipation and prevention of foreseeable mistakes, intersemiotic control of language production and communication by the use of gesturing, motivational and intentional aspects associated with language use, collaborative tasks in language production and theory of mind phenomena.
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Allen, Heather. "Interactive Contact as Linguistic Affordance during Short-term Study Abroad: Myth or Reality?" Frontiers: The Interdisciplinary Journal of Study Abroad 19, no. 1 (November 15, 2010): 1–26. http://dx.doi.org/10.36366/frontiers.v19i1.271.
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This study took a sociocultural theory perspective and investigated interactive contact with French by 18 participants in a short-term study abroad (SA) program and the degree to which interactions with homestay families, U.S. peers, and other French speakers in the local community were perceived as valuable affordances for language learning. Findings demonstrate that whereas contact in French with host families was viewed as a valuable affordance for cultural and/or linguistic learning, participants' interactions in the local community were infrequent and viewed less positively. Peer-to-peer interaction in French was construed by some students as useful for developing confidence with interacting in French whereas others saw the SA group as a motivational constraint. Implications of this study include the notion that interactive contact is not inevitable during short-term SA, therefore the SA curriculum should respond by assisting students in devising strategies to nurture interaction, particularly between students and speakers of the foreign language in the local community.
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Rogers, Brandon M. A., and Scott M. Alvord. "The gradience of spirantization." Spanish in Context 11, no. 3 (December 8, 2014): 402–24. http://dx.doi.org/10.1075/sic.11.3.05rog.
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Most studies to date on the ability of English speakers to produce the Spanish approximants [β̞,ð̞,ɣ̞] have impressionistically looked at the stop-spirant contrast of English-speaking learners of Spanish (e.g. Zampini 1994, Díaz-Campos 2004, Face & Menke 2009), but no known study has empirically studied the degree to which these learners are able to spirantize when compared to native speakers. The current study looks at two groups of learners: one group composed of learners who had studied four semesters of university Spanish and another group composed of learners who spent 2 years abroad in a Spanish-speaking country. Intervocalic tokens of [β̞,ð̞,ɣ̞] were taken and were measured for degree of oral occlusion using the intensity curve in PRAAT. Additionally, a multiple regression analysis was run to determine the relationship that oral occlusion had with speech task type formality, motivational intensity, level of instruction/time abroad, phoneme type, and phoneme word position.
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Bordia, Sarbari, Lynn Wales, Jeffery Pittam, and Cindy Gallois. "Student expectations of TESOL programs." Australian Review of Applied Linguistics 29, no. 1 (January 1, 2006): 4.1–4.21. http://dx.doi.org/10.2104/aral0604.
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Most practitioners teaching English to speakers of other languages (TESOL) will agree that students come with some expectations about course content and teaching methodology and that these expectations play a vital role in student motivation and learning. However, the study of student expectations has been a surprising omission from Second Language Acquisition research. In the studies reported here, we develop a model of student expectations by adapting the Expectation Disconfirmation paradigm, widely used in consumer psychology. Student and teacher perspectives on student expectations were gathered by interviews. Responses shed light on the nature of expectations, factors causing expectations and effects of expectation fulfilment (or lack of it). The findings provide new avenues for research on affective factors as well as clarify some ambiguities in motivational research in second language acquisition. The model presented here can be used by teachers or institutions to conduct classroom-based research, thus optimising students’ learning and performance, and enhancing student morale.
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Bordia, Sarbari, Lynn Wales, Jeffery Pittam, and Cindy Gallois. "Student expectations of TESOL Programs." Australian Review of Applied Linguistics 29, no. 1 (2006): 4.1–4.21. http://dx.doi.org/10.1075/aral.29.1.02bor.
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Most practitioners teaching English to speakers of other languages (TESOL) will agree that students come with some expectations about course content and teaching methodology and that these expectations play a vital role in student motivation and learning. However, the study of student expectations has been a surprising omission from Second Language Acquisition research. In the studies reported here, we develop a model of student expectations by adapting the Expectation Disconfirmation paradigm, widely used in consumer psychology. Student and teacher perspectives on student expectations were gathered by interviews. Responses shed light on the nature of expectations, factors causing expectations and effects of expectation fulfilment (or lack of it). The findings provide new avenues for research on affective factors as well as clarify some ambiguities in motivational research in second language acquisition. The model presented here can be used by teachers or institutions to conduct classroom-based research, thus optimising students’ learning and performance, and enhancing student morale.
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Al-Hoorie, Ali H. "Unconscious motivation. Part II: Implicit attitudes and L2 achievement." Studies in Second Language Learning and Teaching 6, no. 4 (December 30, 2016): 619–49. http://dx.doi.org/10.14746/ssllt.2016.6.4.4.
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This paper investigates the attitudinal/motivational predictors of second language (L2) academic achievement. Young adult learners of English as a foreign language (N = 311) completed several self-report measures and the Single-Target Implicit Association Test. Examination of the motivational profiles of high and low achievers revealed that attachment to the L1 community and the ought-to L2 self were negatively associated with achievement, while explicit attitudes toward the L2 course and implicit attitudes toward L2 speakers were positively associated with it. The relationship between implicit attitudes and achievement could not be explained either by social desirability or by other cognitive confounds, and remained significant after controlling for explicit self-report measures. Explicit–implicit congruence also revealed a similar pattern, in that congruent learners were more open to the L2 community and obtained higher achievement. The results also showed that neither the ideal L2 self nor intended effort had any association with actual L2 achievement, and that intended effort was particularly prone to social desirability biases. Implications of these findings are discussed.
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Zhandarova, Anastasia N. "Metaelements in contexts with food names and kitchen tools (Based on the material of the Vologda subdialects)." Izvestiya of Saratov University. Philology. Journalism 22, no. 2 (May 23, 2022): 134–39. http://dx.doi.org/10.18500/1817-7115-2022-22-2-134-139.
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The article examines food tradition that exists on the territory of Vytegorsky (Megra) and Totemsky districts in Vologda Oblast (Varnitsy village, Ivoilovo village, Pyatovskaya village, Glubokoe village, Myasokombinat village, Savino village, Sovinskaya village, Tsareva village, Chernyakovo village, Pritykino village, Totma). Research data is dialect recordings of Saratov dialectological text corpus. Food tradition, represented in speech by food names and kitchen tools, is analyzed in a discursive aspect in the article: we focus on the reflectivity of dialect speech. The author studies meta-textual comments in contexts with food names and kitchen tools. The main research method is descriptive, contextual analysis of the units. The following types of meta-elements are identified in the study: meta-elements indicating specifics of lexical units and their functioning in speech (including the territory of existence, chronological marking, word origin, etc.) and meta-elements used in the contact-establishing function. The author analyzes the frequency of contexts in which the relations of motivationally related words are actualized. The article deals with the main function of lexical and structural motivational units in analyzed contexts: dialect speakers use these units to explain the meaning of dialect words. Therefore, it is considered important and necessary to study meta-linguistic statements when analyzing vocabulary that names elements of traditional culture. Meta-linguistic statements functioning in speech convey the knowledge of dialect speakers about food traditions, represent the dynamic processes occurring in the vocabulary of the subdialect. The study also shows that food tradition remains one of the important topics of dialectal communication.
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Savin-Zgardan, Angela. "Opinions on Lexical, Phraseological and Motivational Meaning." Intertext, no. 1(59) (July 2022): 15–20. http://dx.doi.org/10.54481/intertext.2022.1.02.
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The motivation of the word is its specific sign; it is the structural-semantic capacity that allows us to be aware of the interconditioning of the sound form and its meaning by comparing it with other lexical units of the language. The types of motivation of the word meaning are: the lexical motivation which is the result of the expression by the word of the motivational index of the designated object and the structural motivation which is the expression by the word of the classification index of the designated object. Lexical and structural motivations are realized by the internal form of the word (IFW). The IFW components are on the “horizontal” motivational form and the motivational meaning, and on the vertical - the motivational part and the forming part. With reference to words we can speak of lexical meaning and motivational meaning; in SPU (stable polilexical units), however, we identify phraseological meaning, motivational meaning, and lexical meaning. The motivational form of the word (MF) is the segment (or segments of its sound form), determined in terms of its motivation. The motivational meaning of the word is the meaning (or a synthesis of the meanings) of the motivational form. There are different types of relations between the motivational meaning and the lexical meaning of the word: the overlapping relationship; inclusion relationships; intersection relations; and inadvertent relationships. There are various types of motivational indices. The following types of IFW are determined: a) live - when the motivation can be identified by the speaker; b) dead, here the word has lost its motivation in the speaker's perception; c) lexicalized and non-lexicalized; d) metaphorical and non-metaphorical. Examples of the types of motivation mentioned are presented in this article.
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MacIntyre, Peter. "Expanding the theoretical base for the dynamics of willingness to communicate." Studies in Second Language Learning and Teaching 10, no. 1 (March 29, 2020): 111–31. http://dx.doi.org/10.14746/ssllt.2020.10.1.6.
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The dynamics underlying willingness to communicate in a second or third language (L2 for short), operating in real time, are affected by a number of intra- and inter-personal processes. L2 communication is a remarkably fluid process, especially considering the wide range of skill levels observed among L2 learners and speakers. Learners often find themselves in a position that requires the use of uncertain L2 skills, be it inside or outside the classroom context. Beyond issues of competencies, which are themselves complex, using an L2 also evokes cultural, political, social, identity, motivational, emotional, pedagogical, and other issues that learners must navigate on-the-fly. The focus of this article will be on the remarkably rapid integration of factors, such as the ones just named whenever a language learner chooses to be a language speaker, that is, when the moment for authentic communication arrives. Communicative events are especially important in understanding the psychology of the L2 learner. Our research group has developed the idiodynamic method to allow examination of an individual’s experience of events on a timescale of a few minutes. Results are describing complex interactions and rapid changes in the psychological conditions that accompany both approaching and avoiding L2 communication. The research takes a new approach to familiar concepts such as motivation, language competence, learning strategies, and so on. By examining willingness to communicate as a dynamic process, new types of research questions and answers are emerging, generating new theory, research methods, and pedagogical approaches applicable both within language classrooms and beyond.
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Liu, Xuexin. "Japanese Linguistic Politeness as Speakers’ Rational Choice and Social Strategy." Studies in Linguistics and Literature 7, no. 1 (January 16, 2023): p8. http://dx.doi.org/10.22158/sll.v7n1p8.
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Japanese linguistic politeness is a commonly observed phenomenon and the speaker’s being linguistically polite is an expected social behavior in the Japanese society. Most previous studies of Japanese politeness describe such a polite social behavioral pattern at a superficial or observational level without exploring the linguistic nature of such a polite behavior or the speaker’s motivations for performing a polite speech act in a particular speech context. From some linguistic, sociolinguistic, psycholinguistic and sociological perspectives, this study defines “politeness” as the speaker’s rational choices and a social strategy in the Japanese culture beyond surface language forms themselves. This paper claims that so-called “polite” or “honorific” language forms as commonly employed by the speaker in various social interactions do not necessarily always indicate that such a speaker must be a polite person. The so-called “polite” language is “linguistic” in nature and is thus more about a particular language form itself than about the speaker himself/herself. This paper further claims that the speaker makes rational choices of particular polite language forms to realize his/her communicative intention with the outcomes as perceived. Thus, this study explores the relationship between polite language forms and their social, cultural, and pragmatic functions. It concludes that speakers in the same speech community are conscious of linguistic choices which conform to their normative views for the interaction types; there is no simple equation between polite forms and polite speakers, and speakers are rational actors in making linguistic choices.
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Yusuf, Yunisrina Qismullah, Yuyun Nailufar, Raja Nor Safinas Raja Harun, and Bustami Usman. "University Students' Motivation in Learning Arabic and English as Foreign Languages in Aceh." Langkawi: Journal of The Association for Arabic and English 6, no. 2 (December 26, 2020): 87. http://dx.doi.org/10.31332/lkw.v0i0.1981.
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This study explored the motivational types of English and Arabic language major students at one of the state Islamic universities in Banda Aceh, Indonesia. A questionnaire was given to 30 English and 30 Arabic major students to measure the level and type of students' learning motivation. A five-point Likert scale was used in the questionnaire, and the data were analyzed quantitatively using SPSS software. The results revealed that the English major students had a high integrative motivation in choosing English as their major compared to instrumental motivation (M=3.15˂M=4.19). Similarly, the Arabic major students dominantly had integrative motivation in learning Arabic compared to instrumental motivation (M=3.09˂M=4.29). The results further showed that integrative motivation could bring positive learning outcomes to the students because their goal of learning was to be accepted, and or be part of the language community they were learning. To conclude, English major students were enthused to study English because they wanted to be knowledgeable in English and used it to interact with other speakers of this language. In the same way, Arabic major students were also driven to learn Arabic for the sake of being knowledgeable in Arabic, to use it to interact with other people who use this language and to increase their appreciation towards the Arabic arts and literature. Finally, the findings of this study can increase awareness among students, teachers, researchers, and policymakers who work on enhancing motivation to increase students' interest in learning foreign languages at Indonesian universities.
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Leont’eva, Maria O. "On Areal Characteristics of Northern Russian Names of Animals’ Internal Organs." Вестник Пермского университета. Российская и зарубежная филология 14, no. 4 (2022): 56–63. http://dx.doi.org/10.17072/2073-6681-2022-4-56-63.
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The subject matter of this article is semantical-motivational and linguogeographical peculiarities of Northern Russian splanchnonyms – lexical units naming internal organs (from Greek σπλάγχνα (splánchna), meaning ‘viscera’). The author focuses on the interconnection and overlapping of the names of human viscera and splanchnonyms related to animals. This issue is discussed in the first part of the article. The author notes that splanchnonyms related to humans tend to be secondary in terms of their origin, i.e. to be derivatives of the names of animal viscera. The paper reveals extralinguistic reasons for the language attention of dialect speakers to animal viscera – fishing and hunting, cooking of meat dishes. The second part of the paper includes an overview of splanchnonyms related to animals; overlapping of the relevant cookery and somatic vocabulary is noted; the complexity of the ideographic structure of the vocabulary in question is identified, main ideograms with the words they comprise are listed. The difference between the names of internal organs of livestock and those of fish is shown. Special attention is paid to linguogeographical features of splanchnonyms related to fish: the relevant vocabulary is noted in the zone of contacts with the Finno-Ugric peoples and is characterized by fractional semantic differentiation. In the final part of the article, the author cites particular motivational features characteristic of the words naming animal viscera. The paper also considers metaphorical names, including both splanchnonyms motivated by the names of everyday realities and lexical units related to daily routines that were secondary formed from splanchnonyms. The lexical realization of the motivational transition ‘waste’ – ‘internal organs’ is analyzed.
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Godinho, Sandra, Margarida V. Garrido, and Oleksandr V. Horchak. "Oral Approach Avoidance." Experimental Psychology 66, no. 5 (September 2019): 355–60. http://dx.doi.org/10.1027/1618-3169/a000458.
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Abstract. Words whose articulation resembles ingestion movements are preferred to words mimicking expectoration movements. This so-called in-out effect, suggesting that the oral movements caused by consonantal articulation automatically activate concordant motivational states, was already replicated in languages belonging to Germanic (e.g., German and English) and Italic (e.g., Portuguese) branches of the Indo-European family. However, it remains unknown whether such preference extends to the Indo-European branches whose writing system is based on the Cyrillic rather than Latin alphabet (e.g., Ukrainian), or whether it occurs in languages not belonging to the Indo-European family (e.g., Turkish). We replicated the in-out effect in two high-powered experiments ( N = 274), with Ukrainian and Turkish native speakers, further supporting an embodied explanation for this intriguing preference.
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Kretchmar, R. Scott. "Tensions, Integrations, Messiness, and Hope for the Future." Kinesiology Review 2, no. 1 (February 2013): 103–6. http://dx.doi.org/10.1123/krj.2.1.103.
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The 2012 Academy meeting focused on research related to increasing levels of physical activity and promoting persistence. Speakers agreed that answers would be hard to come by but that progress was possible. Emphases for potential solutions ranged from the cellular to the cultural, from neural mechanisms to symbolic processes, from particle physics to philosophy. Strategies for intervention were diverse and refected a series of dynamical tensions—behavioral and nonbehavioral, cognitive and noncognitive, traditional and nontra-ditional, environmental and motivational, and finally medical in contrast to educational. It is likely, given the complexities inherent in increasing movement behaviors and assuring persistence, that various blends of solutions emerging from multiple points on the disciplinary landscape and honoring truths that run across these strategic tensions will be needed.
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Людмила Канова and Світлана Тарасенко. "THE PECULIARITIES OF PROFESSIONAL FOREIGN LANGUAGE TRAINING OF TACTICAL LEVEL OFFICERS OF THE UKRAINIAN ARMED FORCES." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (September 4, 2020): 92–98. http://dx.doi.org/10.31499/2307-4906.3.2020.219096.
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The article deals with the peculiarities of professional foreign language training of tactical level officers of the Armed Forces of Ukraine. It describes some problems of training military personnel in higher military educational establishments of Ukraine. The paper also considers some aspects of the AFU officers’ professional foreign language training. The contradictions of professional foreign language training include the inconsistency of the requirements for individual training in connection with the need for teamwork during military service activities. Strict regulation of actions in the military environment, the formation of tolerance, and willingness to destroy a person in combat or service also belong to the above-mentioned problems. In order to solve the problems of foreign language preparation, it is necessary to create conditions that would encourage a willingness to communicate with different foreign language speakers. They include the rejection of unified models of learning, ignoring the learner’s personal characteristics; the flexibility of constructing the educational process, the relevance of the process content side to the motivational orientations of the subjects of learning as well as motivational support of the educational process. The educators have to oppose the devaluation of universal values, encourage cultural pluralism, tolerance, the development of different types of thinking and respect the learner’s personal right to be a unique individual.
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Flores-Ferrán, Nydia. "Letting go of the past in Spanish therapeutic discourse." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 20, no. 1 (March 1, 2010): 43–70. http://dx.doi.org/10.1075/prag.20.1.03flo.
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This article presents an exploration of several linguistic and discursive variables as they relate to behavior change obtained from psychotherapeutic motivational interviews. These interviews were conducted with native Spanish speakers, a relatively under investigated language minority group in the US with regard to this type of discourse. Using a linguistic framework, the study examines the tense, mood, and aspect (TMA) of Spanish verbs, the semantic verb type, such as desire, ability, readiness, reasons, need and commitment (DARN-C), and the context in which the verbs were produced in [+/- conflict] in narratives. Using qualitative and quantitative analyses, the study shows how shifts in verb tenses, the production of DARN-C semantic verb types, and speakers’ utterances implicitly involve an expression of change. Based on Grimshaw’s (1990) and Labov and Fanshel’s (1977) tenets regarding conflict talk in which they note that conflict involves speech acts such as defenses, retreats and challenges, and Brenneis (1996) who maintains that the contents of conflict narratives are intertwined with the “narrator, audience, purposes and expectations” (p. 42), the study shows how the presence of conflict-related narratives decreases between interviews. Namely, participants decrease the use of utterances that recount past events and events containing conflict and move in the direction of speaking about future events and less conflict as their sessions progressed.
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Oynotkinova, N. R. "Зооморфный код в мифоритуальной традиции алтайцев." Languages and Folklore of Indigenous Peoples of Siberia, no. 44 (2022): 33–42. http://dx.doi.org/10.25205/2312-6337-2022-2-33-42.
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The article reveals the peculiarities of the zoomorphic cultural code implementation in the mythology and rituals of the Altai people. Folklore texts of different genres: myths, legends, historical legends, tales, and ritual works of Altaians were studied using the descriptive method, the method of semantic reconstruction, and the method of motivational analysis used in ethnolinguistics. The concept of “double coding” serves as a methodological basis for studying the zoomorphic code in the mythological picture of the world of the Altaians. The culture code is understood as a way of expressing meaning when describing the material and spiritual world in the cultural space by native speakers, as well as a linguistic way of conceptualizing the surrounding world. Cultural codes in mythological texts are enclosed in lexical representatives-mythemes denoting various objects of the material and spiritual world and united by a theme. The author concludes that the zoomorphic code is one of the main ones involved in the coding of conceptual cultural meanings in the language picture of the world. The mythological interpretation of certain mythemes as zoomorphic entities in the mythological and ritual culture of Altaians provided one of the means of coding and reflecting the world picture. The zoomorphic code plays a role in the conceptualization and formation of various myths: theonyms, demonyms, names of cult objects, cosmonyms, and chrononyms. In addition, motivational models of mytheme formation are identified.
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Rhisiart, D., M. Rhys, C. Bundy, and D. H. James. "The role of native language use in motivational interviewing." International Journal of Pharmacy Practice 30, Supplement_1 (April 1, 2022): i29—i30. http://dx.doi.org/10.1093/ijpp/riac019.040.
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Abstract Introduction A native language is a language that a person has been subjected to from birth or within a period in childhood where a language is acquired. Motivational Interviewing (MI) is a collaborative, goal-oriented style of communication with an emphasis on change. It has been developed to encourage a person’s motivation through compassion and acceptance. ‘The spirit’ of MI is captured through its key concepts include collaboration, evocation, and autonomy. Emotion and the therapeutic relationship are also important features of this connection within the MI process (1). Research on bilingualism and emotions has found that bilingual speakers show stronger emotional responses in their first language compared to their second language (2). Aim To explore the role of native language use between health care practitioners and their clients during Motivational Interviewing and other consultations related to behaviour change. Methods After obtaining ethics consent, participants were recruited using a snowball sampling technique. Semi-structured interviews were conducted with 19 health care practitioners (HCP’s) from various disciplines including pharmacists, psychologists, nurses, a psychiatrist, a G.P and dieticians. The interview schedule included questions about the HCP’s native language, language choices, their professional and MI experience. The interviews were conducted via video calls; eleven in Welsh and eight in English. The transcribed interviews were recorded and analysed using a Thematic Analysis approach and a synthesis of the themes were created. Results Four main themes were identified, with several sub-themes, which included: 1.) Language and Motivational Interviewing (internal dialogue, unique role of the individual’s words, use of translators); 2.) Therapeutic Relationship (respect and empathy, being heard, connection, non-verbal communication, trust, and autonomy) 3.) Emotion (a comfortable environment, depth, emotion, and the process of change) 4.) Culture and Identity (native language, acknowledge individual differences). “I think emotion is crucial to the change process…..so being able to touch people emotionally is really important…..it definitely works much easier in their own native language”(Psychiatrist). Conclusion Many of the HCP’s recognised that communicating with a client in their native language had a positive effect on the therapeutic relationship especially while using MI. This experience was not unique to HCP’s who spoke Welsh as their first language. It was suggested that there is something subtle and powerful occurring on several levels in the process of communicating and maintaining relationships linguistically, particularly when communicating in a native language, and emotion plays a key role in this process. Recommendations Creating a network and a database of Welsh-speaking MI practitioners, offering better training through the medium of Welsh, and recognising that an individual does not have to be fluent in Welsh and should encouraged to speak whatever the standard of their Welsh were key recommendations. The advantage of this research is that it has been possible to gather and analyse individualistic perspectives of the HCPs on a deeper level. The smaller sample size of this research can also be a disadvantage, as a small sample is not always representative of a larger population demographic. References (1) Miller W R, Rollnick S (2002). Motivational interviewing: Preparing people for change. New York: Guilford Press. (2) Caldwell-Harris, C. (2014). Emotionality differences between a native and foreign language: Theoretical implications. Frontiers in Psychology, 5. doi: 10.3389/fpsyg.2014.01055
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Meniado, Joel C. "Second Language Acquisition: The Case of Filipino Migrant Workers." Advances in Language and Literary Studies 10, no. 1 (February 28, 2019): 47. http://dx.doi.org/10.7575/aiac.alls.v.10n.1p.47.
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Many Filipino migrant workers (overseas Filipino workers) in their status as adult learners struggle in learning the local language of their host countries to native-like proficiency level. With the aim of establishing a second language (L2) acquisition pattern that may be useful in designing responsive adult training and welfare programs, this study examines how these workers acquire their L2s and what factors influence their rate and success in L2 learning. Utilizing mixed methods research design with 15 overseas Filipino workers as samples who learned various local languages in 10 different host countries, this study reveals that immersion and actual use of the target language in authentic communicative situations can make language acquisition easier. Findings of this study also confirm that instrumental and integrative motivation coupled with strong target language (TL) community support can make L2 learning faster, while old age and non-necessity of the L2 at work can make the whole process slower. In terms of communication strategies, findings show that syntactic avoidance is the most common communication strategy used, followed by direct appeal to authority (native speakers) and use of gestures, facial expressions, and translation tools. As foreign workers, their motivational orientations in learning their L2 are for employment, cultural understanding, and cultural integration. Implications of these findings are discussed in relation to second language teaching among adult language learners and overseas workers.
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Hill, Rowland, and Véronique Pottier. "Disempowering Forces and Disillusioned Selves: A Constructivist Grounded Theory Analysis of Demotivation among French Student Learners of English." International Journal of Applied Linguistics and English Literature 7, no. 5 (September 1, 2018): 221. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.5p.221.
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France sits steadfastly at the bottom of EU rankings for English proficiency, and yet French learners have an equivalent access to educational resources and teacher competence. It is a curious phenomenon which points to pupil demotivation during second language (L2) learning at school as a likely cause. The dominant model in L2 motivation – Dörnyei’s Motivational Self System – with its symbiosis of the ought self, the ideal self and the quality of the learning environment, has had its usefulness verified in other countries, but lacks sufficient flexibility to explain L2 demotivation in France. As a departure from the existing corpus of quantitative research on L2 motivation, this research uses Charmaz’ constructivist grounded theory approach to delve into the L2 learning experiences of twelve French students at a qualitative level. The originality of this approach is that the researcher must relinquish preconceived ideas, enter the constructed world of the participant and make conceptual sense of the data produced from the shared construction. The resulting force field/self-discrepancy model indicates that pupils are prevented from reaching language proficiency by disempowering forces, for example, limited contact with English speakers, and that this is compounded by negative emotions arising from discrepancies between the learner’s actual, ought and ideal selves. To address the complexity of this model, French schools should begin by empowering students to set targets towards a realistic English-speaking ideal self. Otherwise, there is a danger that the ideal L2 self becomes another source of disillusionment and hence another disempowering force.
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Andrews, Debby. "Motivational Speaker." Business Communication Quarterly 66, no. 4 (December 2003): 7–8. http://dx.doi.org/10.1177/108056990306600401.
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Gao, Yihong, Xiaoying Wang, and Yan Zhou. "EFL motivation development in an increasingly globalized local context: A longitudinal study of Chinese undergraduates." Applied Linguistics Review 5, no. 1 (April 1, 2014): 73–97. http://dx.doi.org/10.1515/applirev-2014-0004.
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AbstractAs part of a larger longitudinal study, this paper examines the development of Chinese students' EFL learning motivation throughout university undergraduate study, in an increasingly globalized local context. The study adopted a social constructivist perspective of language learning and combined research methods; the participants were over 1,000 undergraduates from 5 universities. The quantitative data were collected through a questionnaire (based on Gao et al. 2004) including motivational intensity and motivation types – instrumental, cultural, and situational, implemented annually from university entrance to graduation. The qualitative data consisted of individual and group interviews, student journals, and observations. Integrated data analysis revealed that sustained high-level long-term instrumental motivations coexisted with an increase of L2- oriented cultural motivations and situational motivation, particularly in the first and fourth year. The increased L2-oriented cultural motivations indicated neither ``ntegrativeness'' in the sense of becoming a member of the native English speaker community, nor a culturally neutral ``global identity.'' The increase of such L2- oriented cultural motivations was also accompanied by a sustained ``social responsibility'' motivation oriented to learners' home culture. Such complexities of motivational development call for further investigation in increasingly globalized EFL contexts.
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Chung, Jane, Michael Bleich, David C. Wheeler, Jodi M. Winship, Brooke McDowell, David Baker, and Pamela Parsons. "Attitudes and Perceptions Toward Voice-Operated Smart Speakers Among Low-Income Senior Housing Residents: Comparison of Pre- and Post-Installation Surveys." Gerontology and Geriatric Medicine 7 (January 2021): 233372142110058. http://dx.doi.org/10.1177/23337214211005869.
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Smart speakers have the potential to support independent living and wellness among low-income senior housing (LISH) residents. The aim of this study was to examine and compare LISH residents’ attitudes and perceptions toward smart speakers at two time points: before and after technology use ( N = 47). A descriptive survey was administered to ask questions about hedonic motivation, perceived ease of use, self-efficacy, perceived usefulness of some potential or existing smart speaker features, cost, and privacy. Participants were initially favorable toward using a smart speaker and its digital agent (e.g., Alexa) as a daily assistant and wellness tool. They especially liked the smart speaker’s potential functionality of detecting harmful events and notifying someone to receive immediate help. The comparison of pre- and post-use responses revealed non-significant declines in most items, with the exception of willingness to use Alexa as a reminder system ( p < .01), asking Alexa for help ( p < .01), and asking for help in using Alexa ( p < .01). This finding may reflect confusion or frustration with the device among participants. We conclude with recommendations for the design of smart speakers specifically tailored to the needs of LISH residents.
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Astrid, Annisa, Deta Desvitasari, and Aghor Aqdam. "The Language Attitude towards English Learning among EFL Learners: A Case at One Private Islamic Senior High School." Ta'dib: Jurnal Pendidikan Islam 25, no. 1 (June 22, 2020): 32–43. http://dx.doi.org/10.19109/td.v25i1.5253.
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Attitude is one of the considerable factors in learning and plays an essential role since it can influence language learning and performance. This study aimed at investigating students’ attitudes towards English language learning. Survey method was used in this study to describe the attitudes of the students at one Islamic private senior high school towards English language learning. The participants involved in this study were 217 students at one Islamic private senior high school in Indralaya. In collecting the data, we employed a Likert scale questionnaire consisting of 20 items which were divided into 5 components; (1) attitude towards native English speakers, (2) motivational orientation in learning English, (3) interest in English, (4) attitude towards English class, and (5) attitude towards English teachers. The result of this study indicated that the attitude of the students of one Islamic private senior high school in Indralaya South Sumatera towards English language learning was generally positive.
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Cambre, Martha. "Let’s talk in Medellín: XIV RedPOP Congress “Art, Technology and Science: New ways to know”." Journal of Science Communication 14, no. 03 (September 29, 2015): R01. http://dx.doi.org/10.22323/2.14030601.
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RedPOP celebrates its 25th anniversary and the congress was a great occasion to commemorate it. More than 400 attendees from 23 countries around the world had the opportunity to talk about the relationship between art, science, education, public policy on science appropriation, science journalism, and new ways to reach the public audience. At the same time a Science Theater Festival was held. The Congress in numbers: 5 Magisterial Conferences, 245 simultaneous presentations, 8 Working Groups, 9 simultaneous Workshops, 22 poster and 6 theater plays. 10 countries from Latin America (90Conversation was essential in this congress and everything was prepared to motivate it. Participants had the opportunity to hear voices from Latin America an outside of it through the international keynote. The challenging issues that were raised in the plenary sessions as well as the opportunity to make heard their voices during the Working Groups and to be able to work in the Workshops with the keynote speakers, made this a motivational meeting.
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Bako, Y. A., I. A. Ajibode, A. B. Oluseye, and K. B. Aladelusi. "An Investigation of Entrepreneurial Intention Among Entrepreneurship Students in South-West Nigeria Polytechnics." International Journal of Entrepreneurial Knowledge 5, no. 2 (December 1, 2017): 16–32. http://dx.doi.org/10.1515/ijek-2017-0008.
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Abstract This study was undertaken to explore the entrepreneurial intention of Polytechnic Students in Nigeria with case study of the Federal Polytechnic Ilaro. The population for the study was all students from various department undergoing entrepreneurship education/training in the polytechnics in south-west Nigeria. The sample size for the study is 3000 respondents. The respondent were selected by using simple random sampling. Logistic regression model was used for the hypothesis tested. The two environmental factors examined were Family environment and Nigeria environment. The impact/significant of these factors were examined to know how they can impact on students entrepreneurship intention. The study revealed that parental entrepreneurship skill directly influence students’ entrepreneurial intention and that opportunities that exist in Nigeria affect students’ entrepreneurial intention. Hence, the researcher suggest that schools should involve the services of psychologist and motivational speakers in Nigeria entrepreneurship curriculum in order to work on the students’ reasoning mentality about entrepreneurship.
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MADDOX, W. TODD, SETH KOSLOV, HAN-GYOL YI, and BHARATH CHANDRASEKARAN. "Performance pressure enhances speech learning." Applied Psycholinguistics 37, no. 6 (December 23, 2015): 1369–96. http://dx.doi.org/10.1017/s0142716415000600.
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ABSTRACTReal-world speech learning often occurs in high-pressure situations such as trying to communicate in a foreign country. However, the impact of pressure on speech learning success is largely unexplored. In this study, adult, native speakers of English learned nonnative speech categories under pressure or no-pressure conditions. In the pressure conditions, participants were informed that they were paired with a (fictitious) partner, and that each had to independently exceed a performance criterion for both to receive a monetary bonus. They were then informed that their partner had exceeded the bonus and the fate of both bonuses depended upon the participant's performance. Our results demonstrate that pressure significantly enhanced speech learning success. In addition, neurobiologically inspired computational modeling revealed that the performance advantage was due to faster and more frequent use of procedural learning strategies. These results integrate two well-studied research domains and suggest a facilitatory role of motivational factors in speech learning performance that may not be captured in traditional training paradigms.