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Language Teaching (language + teaching)

Distribution by Scientific Domains
Humanities and Social Sciences94%
Education5%

Kinds of Language Teaching

  • foreign language teaching
    		•

    Selected Abstracts

    Poetic Experience: Found or Made?

    ENGLISH IN EDUCATION, Issue 3 2002
    Andrew Stables
    Abstract This article considers the arguments for seeing work rather than response as key to poetic experience, and therefore to the development of such experience in the classroom. This is worth exploring not only in terms of the 1iterature/literacy curriculum, but with respect to the curriculum as a whole, since poetry is often invoked as an important, and under exploited, resource for the development of both cross-curricular learning and responsible and sustainable citizenship. However, there is a danger of the poetic being reduced in such arguments to a vague and philosophically suspect notion of self-expression grounded in ,response'. This can be exacerbated by the adherence to the notion of a pre-existing Romantic Ego that often characterises ,personal growth' approaches to Englis/language teaching. [source]

    Using Computer-Mediated Communication (CMC) in Language Teaching

    DIE UNTERRICHTSPRAXIS/TEACHING GERMAN, Issue 1 2009
    Senta Goertler
    This article discusses how new and familiar computer technology tools can be used in a communicative language classroom. It begins by outlining the benefits and challenges of using such technology for language teaching in general, and it describes some sample activities that the author has used. Readers are shown how to implement various computer tools in their own classrooms in order to create a Computer-Mediated Communication environment in a communicative language classroom. [source]

    Contribute Your Recipes for Success in Foreign Language Teaching

    FOREIGN LANGUAGE ANNALS, Issue 2 2005
    Article first published online: 31 DEC 200
    No abstract is available for this article. [source]

    Incorporating Comparisons Standard 4.1 into Foreign Language Teaching

    FOREIGN LANGUAGE ANNALS, Issue 2 2003
    Article first published online: 31 DEC 200, Serafima Gettys
    Drawing on Slobin's (1996) experimental study, which demonstrated the existence of "the thinking for speaking" form of thought, it is argued that teaching a foreign language entails teaching novel "thinking for speaking" operations and it is at this point of instruction that the use of L1-L2 comparisons is most warranted. In addition, linguistic and psycholingustic evidence in favor of using the word as a basic unit of linguistic comparisons in the foreign language classroom is provided. Finally, practical suggestions as to how linguistic comparisons can be included in day-to-day teaching are offered. [source]

    Foreign Language Teaching: What the United States Can Leum from Other Countries

    FOREIGN LANGUAGE ANNALS, Issue 3 2001
    Article first published online: 31 DEC 200
    No abstract is available for this article. [source]

    Integrating Formal and Functional Approaches to Language Teaching in French Immersion: An Experimental Study

    LANGUAGE LEARNING, Issue 2001
    Elaine M. Day
    This experimental study was designed to evaluate the effect on French language proficiency of an integrated formal, analytic and functional, communicative approach (experiential) to second-language teaching in the immersion classroom. The impetus for the study arises from previous research indicating that immersion children show persistent weaknesses in their grammatical skills despite the fluent, functional proficiency they achieve in their second language. The experimental materials, which were custom-designed for our study, highlight form-function relations, promote noticing, encourage metalin-guistic awareness, and provide opportunities for language practice and thus relate to some of the theoretical issues that Rod Ellis (this volume) has indicated are important in SLA in the 90s. This classroom-based study on the conditional is one of a series of studies undertaken in Canadian French immersion to investigate the effectiveness of form-focused instruction in classrooms (see Swain, 2000). The results of our study, which was conducted in grade 7 early immersion, showed that the Experimental group performed significantly higher in writing than the Control group, in both the post- and the follow-up testing. Although this was not found for speaking, an examination of the individual class data revealed greater and more consistent growth in speaking for the Experimental than for the Control classes, suggesting that they benefited somewhat from the experi- mental treatment in this domain as well. Although Ellis (this volume) notes that research on form-focused instruc- tion in the 90s has tended to split pedagogy from theory, the immersion research in this area does not seem t o reflect this shift. In a recent article, Swain (2000) reviews the French Immersion (FI) studies and summarizes their re- sults as follows: "Overall, the set of experiments conducted in FI classes suggest that there is value in focusing on language form through the use of pre-planned curriculum materials in the context of content-based language learn- ing" (Swain, 2000, p. 205). Her reference to curriculum materials and to the specific context of content-based lan- guage learning should signal to the reader the orientation t o pedagogical considerations that characterize this research. As Ellis notes, hybrid research using both experimental and qualitative methods is becoming more common in SLA. Recently, the experimental materials in our study were implemented in a grade 8 immersion classroom, and the children's collaborative language activity was observed by a researcher working from a sociocultural theoretical per- spective (Spielman-Davidson, 2000). The uptake of our research by a researcher working in another paradigm introduces another kind of hybridity that we hope will also shed further light on questions in form-focused instruction and lead to appropriate changes in pedagogy and in the design of immersion curricula. [source]

    Linguistic Research and Language Teaching

    LINGUISTICS & LANGUAGE COMPASS (ELECTRONIC), Issue 2 2008
    Natsuko Tsujimura
    It is not uncommon for theoretical linguists to find themselves involved in language teaching because of their expertise in a specific language, even though their primary training is not in language instruction. Apparent lack of intellectual stimulus and career development is a typical concern shared by those who are in these academic positions; and it is sometimes the case that time spent on language teaching is perceived to be detrimental to a successful tenure decision. Based on my own experience as a linguist in a language department for the past 20 years, I will discuss some of these dilemmas and suggestions that may lead to a more positive outlook of those who face a similar situation. [source]

    MLJ,Reviews: Japanese Language Teaching: A Communicative Approach. by BENATI, ALESSANDRO T.

    MODERN LANGUAGE JOURNAL, Issue 3 2010
    SUWAKO WATANABE
    No abstract is available for this article. [source]

    Communicative Language Teaching in Action: Putting Principles to Work,by BRANDL, KLAUS

    MODERN LANGUAGE JOURNAL, Issue 3 2009
    MARY E. O'DONNELL
    No abstract is available for this article. [source]

    Handbook of Research in Second Language Teaching and Learning edited by HINKEL, ELI

    MODERN LANGUAGE JOURNAL, Issue 4 2007
    LISA DEWAARD DYKSTRA
    No abstract is available for this article. [source]

    Understanding Language Teaching: From Method to Postmethod by KUMARAVADIVELU, B

    MODERN LANGUAGE JOURNAL, Issue 4 2007
    ERIN A. MIKULEC
    No abstract is available for this article. [source]

    Applying Conceptual Grammar to Advanced-Level Language Teaching: The Case of Two Completive Constructions in Korean

    MODERN LANGUAGE JOURNAL, Issue 2 2006
    SUSAN STRAUSS
    This article introduces conceptual grammar as an approach to the analysis and teaching of grammar in foreign and second language contexts through a combination of paradigms: corpus, discourse analysis, and cognitive linguistics. Although the approach is applicable to virtually any language and any construction within that language at various levels of study, we provide a detailed demonstration using Korean as a model. In particular, we focus on constructions expressing the completive aspect. The Korean system of marking aspect can be quite complex; what renders the Korean completive even more perplexing is the fact that it is expressed through two seemingly similar auxiliary forms, each of which signals different elements in the speaker's or writer's stance vis-à-vis the described event. By combining the paradigms of corpus, discourse analysis, and cognitive linguistics, the article demonstrates how a conceptual grammatical approach can render salient the particular discursive and conceptual patterns underlying the target forms. It is designed as a pedagogical tool to guide users to discern both inductively and deductively how native speakers conceptualize these differences and express them morphosyntactically,a perspective that is absent from most existing reference grammars and textbooks. In this article, we present samples of pedagogical materials developed using this model in addition to results of an experiment in which a version of those materials was administered to teachers and students of advanced Korean. [source]

    A Century of Language Teaching and Research: Looking Back and Looking Ahead, Part 2

    MODERN LANGUAGE JOURNAL, Issue 1 2001
    James P. Lantolf
    First page of article [source]

    This Special Retrospective: A Century of Language Teaching and Research: Looking Back and Looking Ahead

    MODERN LANGUAGE JOURNAL, Issue 4 2000
    Sally Sieloff Magnan
    No abstract is available for this article. [source]

    A Century of Language Teaching and Research: Looking Back and Looking Ahead

    MODERN LANGUAGE JOURNAL, Issue 4 2000
    James P. Lantolf
    First page of article [source]

    Using Computer-Mediated Communication (CMC) in Language Teaching

    DIE UNTERRICHTSPRAXIS/TEACHING GERMAN, Issue 1 2009
    Senta Goertler
    This article discusses how new and familiar computer technology tools can be used in a communicative language classroom. It begins by outlining the benefits and challenges of using such technology for language teaching in general, and it describes some sample activities that the author has used. Readers are shown how to implement various computer tools in their own classrooms in order to create a Computer-Mediated Communication environment in a communicative language classroom. [source]

    Technology-Mediated Learning 10 Years Later: Emphasizing Pedagogical or Utilitarian Applications?

    FOREIGN LANGUAGE ANNALS, Issue 1 2007
    Article first published online: 31 DEC 200, Nike Arnold
    Abstract: In recent years, educational technology has come a long way. Technological advancements and significant investments in computer equipment and training have opened new opportunities for foreign language teachers. In addition, instructional technology (IT) is now an accepted component of teacher training and foreign language teaching. This study addresses the question how IT actually is being used for foreign language learning in higher education. It reports the findings of an online survey, which was completed by 173 college foreign language teachers. Results suggest that the vast majority of participants do use computer technology for their teaching, but at a very basic level. Teachers' IT use seems to be motivated largely by utilitarian reasons, followed by a variety of pedagogical benefits. [source]

    Diversity and Inclusion of Sociopolitical Issues in Foreign Language Classrooms: An Exploratory Survey

    FOREIGN LANGUAGE ANNALS, Issue 1 2003
    Ryuko Kubota
    ABSTRACT: One aim of foreign language teaching is to broaden learners' worldviews and promote intercultural communication. Less discussed, however, are domestic diversity and sociopolitical issues. Through a survey of university students of Japanese, Spanish, and Swahili, the authors of this study investigated diversity in the classroom, students' backgrounds and learning experiences, and their perceptions about the relationship between foreign language learning and issues of race, gender, class, and social justice. The study found more racial diversity in Japanese and Swahili than in Spanish classes and in beginning Spanish classes than in advanced Spanish classes. Beginning Spanish students related foreign language learning with social justice issues less frequently than did advanced students. A follow-up survey revealed stigmatized experiences and detachment from ethnic identity among some minority students. [source]

    Toward Responsive Beginning Language Curricula

    FOREIGN LANGUAGE ANNALS, Issue 2 2001
    Larbi Oukada
    An initial phase, the general education phase, would be comprised predominantly of nonmajors who enroll in beginning language courses with the premeditated purpose of satisfying a language requirement or investing on their own a modest amount of credit hours to explore or study a second language. A subsequent phase, the professional phase, would begin with courses intended for prospective majors and minors who are customarily predisposed to commit enough time to reach the necessary proficiency level required for their professional goal. This curricular distinction serves to underscore the particular situation and the particular mission of the general education phase and to propose a particular curricular model, the Indiana Model. This model provides, within the current and autonomous structure of the American educational system, a mechanism for selecting, prioritizing, and structuring the most responsive objectives for general-education foreign language teaching. [source]

    Typology in action: applying typological insights in the study of translation

    INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 1 2008
    Luna Filipovi
    tipología; camino y manera de movimiento; transcriptos; traducción This paper provides arguments in favour of using Talmy's cognitive typology in the study of translation. I contrasted English motion expressions with those in Spanish and Serbo-Croatian. English and Spanish belong to two opposing types in the typology, and Serbo-Croatian is classified as the same type as English. I illustrate the effects that different lexicalization patterns can have in a specific context of translation, namely that of translating police interviews with witnesses and suspects from Spanish into English. I also explain the intratypological contrasts that affect translation in the case of English vs. Serbo-Croatian. I propose a number of underlying principles to be used in translation and foreign language teaching. Este articulo se trata de la importancia que una tipología lingüística tiene en el análisis de traducción. Hemos comparado los originales de dos libros en serbo-croato y dos en ingles y correspondientes traducciones de estos textos en ingles y serbo-croato. Otros materiales que hemos usado en nuestra discusión son los transcriptos originales de los interrogaciones de testigos que hablan español como lengua madre y las traducciones en inglés hechos por la parte de los intérpretes. Español e ingles marcan los dos puntos más extremos en la clasificación semántica de idiomas, mientras serbo-croato estaba clasificado en el mismo grupo con ingles. Esta clasificación tipológica es basada sobre la manera en que se lexicalizan los campos universales de experiencia humana. En este caso, hablamos de la manera de movimiento. Los resultados muestran que en español, siguiendo las predicciones de la tipología, las construcciones con los verbos de dirección son los típicos y la frecuencia y la variedad de los verbos de manera de movimiento es marginada y limitada. En ingles, que "prefiere" el uso de los verbos de manera de movimiento, las traducciones a veces tienen la información de la manera que no existe en los textos originales. Así se cambia el contenido original de las descripciones que han presentado los testigos en español. Serbo-croato tiene puntas in común con ingles y español, y por eso, que nosotros mostramos, se puede posicionar entre los otros dos idiomas en la tipología. Otros temas presentes en la nuestra discusión son la diferencia entre las construcciones sintácticos en los tres idiomas que crean problemas en la traducción y los excepciones en el uso de los verbos de movimiento que se encuentran en serbo-croato. La conclusión es que este tipo de investigación aplicada interdisciplinaria puede ayudar a entender la importancia que tiene el idioma en contextos varios. En esa manera tal vez se puede mejorar el proceso de traducción e interrogación de testigos en una comunidad multilingual y facilitar el proceso de comunicación en general. [source]

    Un-applied linguistics and communicative language teaching

    INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 2 2007
    A reaction to Keith Johnson's review of Notional Syllabuses
    First page of article [source]

    Literature and language teaching 1986,2006: a review

    INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 1 2007
    Ronald Carter
    For Christopher Brumfit (1940,2006) The teaching of literature can thus be seen as a means of introducing learners to such a serious view of our world, of initiating them in the process of defining themselves through contact with others' experience. How it is best done, what the relationship between ,reading' and ,literature' needs to be for the greatest number of people to be led to literature, exactly what books are appropriate at what levels , these are questions for teachers to address. But the seriousness of the enterprise should not be doubted. It is only when these reading processes are centrally addressed as processes and when the debate moves away from content to what we do with literary texts, that genuine literary issues can be addressed. (Brumfit 2001: 92) [source]

    Self-expression and the negotiation of identity in a foreign language1

    INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 3 2006
    Philip RileyArticle first published online: 24 OCT 200
    analyse de discours; expression de soi; negociation d'identité; ethos; pratiques communicatives This article sets out an approach to the architecture, perception and negotiation of personal identity in relation to a number of issues in the fields of social interaction, communication and language teaching. In part one, particular attention is paid to the concept of ethos, a collaborative construct resulting from mutually influencing communcative behaviours: a speaker's projected self-image as assessed and perceived by hearers. In part two a variety of communicative practices involved in the negotiation of identity are exemplified and analysed, including membershipping, anecdote and pragmatic failure, and their relevance to applied linguistics is discussed. Cet article expose une approche de l'architecture, de la perception et de la negociation de l'identité personnelle par rapport à un certain nombre de questions d'ordre interactif, communicatif et didactique. La première partie concerne particulièrement la notion de l'ethos, une construction collaborative qui est le fruit de comportements communicatifs qui s'influent réciproquement: l'image de soi du locuteur telle qu'elle est perçue et évaluée par un interlocuteur. La deuxième partie illustre et analyse certaines pratiques communicatives courantes qui participent à la négociation de l'identité, y compris les stratégies d'identification, l'anecdote et l'échec pragmatique, et examine leurs implications pour la linguistique appliquée. [source]

    Language conflicts in the European Union

    INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 3 2006
    On finding a politically acceptable, practicable solution for EU institutions that satisfies diverging interests
    Europäische Union; institutionelle Arbeitssprachen; Sprachinteressen; Sprachkonflikte For EU institutions, having a single internal working language , for which English is the only candidate , would be the most efficient solution and, to all appearances, in the best interests of each member state and language community whose language is excluded as a working language. However, for member states from the large non-anglophone language communities, such a solution seems barely acceptable and, in addition, would not correspond to the EU's official language policy on the preservation of language diversity. This is because "English only" is expected to inevitably transcend the borders of internal institutions and further limit the function of the remaining widely-spoken languages, especially as a lingua franca and in foreign language teaching. This contribution presents the conflict of interests between the smaller and the larger language communities in having only one or several institutional working languages for the EU and sketches out a possible solution which would serve both political and communicative demands. Für die EU-Institutionen w,re eine einzige interne Arbeitssprache, für die nur Englisch in Frage k,me, am effizientesten, und sie läge allem Anschein nach auch im Interesse derjenigen Mitgliedstaaten und Sprachgemeinschaften, deren Sprachen von den Arbeitssprachen ohnehin ausgeschlossen sind. Für die Mitgliedstaaten der großen Sprachgemeinschaften (außer Englisch) erscheint eine solche Lösung aber kaum akzeptabel, und sie entspräche auch nicht der offiziellen EU-Sprachenpolitik des Erhalts der Sprachenvielfalt. Es ist nämlich damit zu rechnen, dass "English only" unvermeidlich über die internen Institutionen hinaus wirken und die übrigen großen Sprachen funktional weiter einschränken würde, vor allem als Lingua franca und im Fremdsprachenunterricht. Der Beitrag stellt die Interessenskonflikte zwischen den kleineren und den größeren Sprachgemeinschaften der EU bezüglich nur einer oder aber mehrerer institutioneller Arbeitssprachen dar und skizziert eine mögliche Lösung, die sowohl politischen als auch kommunikativen Erfordernissen gerecht wird. [source]

    Connecting linguistic description and language teaching: native and learner use of existential there1

    INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 2 2006
    Ignacio Palacios-Martínez
    construcciones existenciales; corpus de estudiantes; enseñanza de lenguas; lingüística contrastiva; lingüística de corpus This article emerges from the need to connect linguistic theory and language teaching to find concrete solutions to problems Spanish students confront when learning English. This study looks at existential there constructions taken from the following native and non-native written English corpora: the International Corpus of Learner English and the Santiago University Learner of English Cor-pus for the non-native set, and the Louvain Corpus of Native English Essays, Biber et al. (1999) and a subcorpus of the BNC for the native English group. This contrastive study reveals important differences in the use of there constructions as regards their frequency, structural complexity, polarity and pragmatic value. Important implications for the presentation and the pedagogical treatment of the there constructions can be derived from the results. El presente artículo surge de la necesidad de conectar la teoría lingüística y la práctica pedagógica, tratando de encontrar soluciones concretas a problemas con los que se enfrentan alumnos españoles de inglés como lengua extranjera. Este trabajo estudia las construcciones existenciales con there (CTs) a partir de los siguientes corpus de textos escritos de hablantes nativos y no nativos: International Corpus of Learner English y Santiago University Learner of English Corpus para los no nativos, y Louvain Corpus of Native English Essays, Biber et al. (1999) y un subcorpus del BNC para los nativos. Este estudio contrastivo constata diferencias importantes en el uso de las CTs relativas a su frecuencia, complejidad estructural, polaridad y valor pragmático. De todos estos resultados se derivan importantes implicaciones para la presentación y tratamiento pedagógico de las CTs. [source]

    Foreign language teaching , a modern building on historical foundations1

    INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 1 2006
    Werner Hüllen
    praktischer Sprachgebrauch; Deutschland; Lehrziele; Kultur; Schulbildung During the 20th century, the teaching and learning of foreign languages has gained an unprecedented importance. This pertains mainly to English in its world-wide use, but also to other national languages. The question is discussed of whether new vernaculars are to be taught merely as the instrument of communication, i.e. in a practical sense, or whether further-reaching pedagogical goals should be envisaged. During the 19th and 20th centuries, educators in Germany discussed this issue heatedly with reference to the teaching of Greek and Latin vs the teaching of French and English. Using these thought-provoking discussions, the idea is floated that foreign language teaching should always include reflecting on the respective culture in which the language is embedded and on the general rules and conventions which guide its use. Während des 20. Jahrhunderts ist die Bedeutung des Lehrens und Lernens von fremden Sprachen in nie gekannter Weise gewachsen. Dies gilt für das Englische im weltweiten Gebrauch, aber auch für andere Nationalsprachen. Die Frage wird diskutiert, ob die für die Lerner neuen Sprachen nur als Instrumente der Kommunikation, also im praktischen Sinne, gelehrt oder ob damit weiter reichende pädagogische Ziele verbunden werden sollen. Während des 19. und 20. Jahrhunderts wurde diese Frage im Hinblick auf den Unterricht im Griechischen und Lateinischen sowie im Französischen und Englischen heftig diskutiert. Mit Rückgriff auf diese historische Anregung wird die Meinung vertreten, dass Fremdsprachenunterricht immer Reflektionen auf die Kultur, in der die Sprache eingebettet ist, und auf die allgemeinen Bedingungen, die ihren Gebrauch regulieren, einschließen sollte. [source]

    "More English than England itself": the simulation of authenticity in foreign language practice in Japan

    INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 3 2005
    Philip Seargeant
    This article examines the way in which the concept of ,authenticity' operates as a key motif in the construction of the symbolic cultural meaning of English as a foreign language in Japan. It reviews the way the term is used in a technical sense in language teaching and the political implications of its competing definitions within this context, then contrasts this with examples drawn from language institutions in Japan in which ideas of ,authenticity' are central to the way that English is sold to society. It is argued that the presentation of the language within these terms constructs and maintains elaborate simulations of English-language society within Japan, which produces an ideology that may be in direct conflict with the prevailing conception of the role of English as an international language. The article considers the effect that such social practice has on the role of English within Japan and the implications of this for theoretical discussion of the relationship between this global language and local culture. [source]

    Language study in higher education and the development of criticality1

    INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, Issue 2 2005
    Christopher Brumfit
    criticalité; éducation supérieure; langues étrangères This article explores the development of criticality in Modern Languages graduates in the UK. It is based on a larger research project investigating the development of criticality in (initially) two academic disciplines through the detailed analysis of a large corpus of qualitative data. This includes student interviews, teacher interviews, classroom observation, written and oral work produced by students, documentation produced for courses, and policy statements from national and institutional sources. This article focuses on the relationship between the Modern Languages curriculum, particularly language teaching and learning, and the development of criticality. Drawing upon evidence from the qualitative data, it outlines the ways in which the courses can be seen to contribute to the development of wider social competences. Finally it discusses the distinctiveness of the contribution to criticality development provided by the cross-cultural and cross-linguistic experience of Modern Languages undergraduates. Cet article explore le développement de la ,criticalité' chez les étudiants en langues étrangères à l'université en Grande-Bretagne. Il se base sur l'analyse détaillée d'un corpus important de données qualitatives, recueilli dans le contexte d'un projet de recherche sur le développement de la ,criticalité' dans deux disciplines différentes. Ce corpus comprend des entretiens avec des étudiants, leurs professeurs, ainsi que des observations de cours, le travail écrit et oral produit par les étudiants, la documentation accompagnant les cours, et les communiqués provenant de sources institutionnelles et nationales. Cet article examine en détail la relation entre le programme d'études de langues, et tout particulièrement l'apprentissage et l'enseignement de la langue elle-même, et le développement de la ,criticalité'. Il expose la façon dont les cours contribuent au développement de compétences sociales plus larges, à partir d'une analyse qualitative des données. En dernier lieu, il examine les caractéristiques spécifiques de la contribution au développement de la ,criticalité' fournies par les experiences plurilinguies et multiculturelles des étudiants en langues. [source]

    Reading strategy use between Chinese good and poor readers: a think-aloud study

    JOURNAL OF RESEARCH IN READING, Issue 4 2006
    Kit-Ling Lau
    This study aimed to explore the differences between Chinese good and poor readers in their strategy use by using a think-aloud method. Eight grade 7 students in Hong Kong, four good readers and four poor readers, received a think-aloud task and an interview in the study. Consistent with the Western studies, findings of this study indicated that Chinese good readers used more strategies and had better ability and knowledge of strategy use than did poor readers. In addition to the cognitive deficiencies, poor readers were also found to have poorer intrinsic motivation than did good readers. The combined problems of poor reading ability and motivation made them reluctant to process the text at a deeper level and they gave up easily when they encountered reading difficulties. Implications of these findings for studying the reading problems of Chinese students and implementing effective reading instruction in Hong Kong Chinese language teaching are discussed. [source]

    Why Are You Learning a Second Language?

    LANGUAGE LEARNING, Issue S1 2003
    Motivational Orientations, Self-Determination Theory
    The data for this study were collected in my first year of graduate school for a term paper for a course I was taking from Luc Pelletier. When I began graduate school, Luc also started at the University of Ottawa as a new faculty member, and he taught a course in motivation. I had worked with Richard Clément for a couple of years already as an honors student and as a research assistant and had conducted research on orientations and motivation under his supervision as part of my honors thesis project. Luc was very interested in self-determination theory (SDT) and had worked with Bob Vallerand on an instrument to assess academic motivation from this perspective. Luc and I decided to carry out a study on language learning orientations using SDT and enlisted Richard's and Bob's involvement in the project. As a bilingual institution where all students were required to demonstrate competence in their second language (L2), whether French or English, the University of Ottawa was an ideal setting for this type of research. The project was a first examination of SDT in the language learning context, and to the best of my knowledge it was the only, or at least one of the very few, empirical investigations of intrinsic and extrinsic motivation in the area. It involved the development of a valid and reliable instrument to assess the different subtypes of intrinsic and extrinsic motivation. It also explored the link between these motivational subtypes and various orientations to language learning that had been identified by Clément and Kruidenier (1983), including the travel, friendship, knowledge, and instrumental orientations. The results showed that the instrumental orientation and the SDT external regulation orientation were strongly correlated, and that the travel, friendship, and knowledge orientations were quite highly intercorrelated with identified regulation and intrinsic motivation. Moreover, the instrumental and external regulation orientation scales correlated in similar ways with the hypothesized antecedents of perceived autonomy and competence and the hypothesized consequences of intention to pursue L2 study and anxiety. In addition, the travel, friendship, and knowledge orientations were correlated with the hypothesized antecedents and consequences in a manner similar to intrinsic motivation and identified regulation. These results suggested that Clément and Kruidenier's 4 orientations may be tapping a similar construct as the SDT orientations. My only regret with this study is that I did not include a scale to measure the integrative orientation (Gardner, 1985) to determine its relation with the SDT subtypes. This issue would have to wait until a later study to be addressed. The results of this initial investigation encouraged me to pursue research integrating SDT with other theoretical frameworks of language learning motivation. I believe that the SDT framework has several advantages over some other formulations of learner orientations. SDT offers a parsimonious, internally consistent framework for systematically describing many different orientations in a comprehensive manner. It also offers considerable explanatory power for understanding why certain orientations are better predictors of relevant language learning variables (e.g., effort, persistence, attitudes) than others. Also, by invoking the psychological mechanisms of perceived autonomy, competence, and relatedness, it can account for why certain orientations are evident in some learners and not in others. Moreover, the framework is empirically testable and indeed has stood up well under empirical scrutiny in our studies. Its clear predictions may also be particularly valuable in applying the theory in language teaching and program development. [The present article first appeared in Language Learning, 50 (1), 2000, 57,85] [source]