Journal of Research in Innovative Teaching - National University

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Implications and Suggestions for Future Research The results of this study seem to suggest a strong connection between the affective and instructional domains of language learning. Past research has focused mainly on L2 motivation from a broader perspective, generally borrowing from motivational research outside of the L2 domain. Few studies have been conducted to see what motivation looks like in an actual secondlanguage classroom setting, and even less if we focus specifically on the teacher’s role (Ruiz- Funes, 2002). In 1991, Dornyei began to question the multifaceted nature of motivation in an educational setting and has proposed several taxonomies that take into account the very special factors involved when studying L2 motivation within a classroom context. Now, it is imperative to move beyond simple identification and evaluation of these constructs and to put theory into practice in the teaching and learning of second languages. This paper implicates the realm of teacher beliefs when it comes to motivation and indicates that educators must move away from thinking of motivation as extrinsic, such as the old “carrot-and- stick approach” (Guilloteaux, 2008) of offering rewards and punishment, and begin to develop specific instructional strategies that will enhance motivation at an intrinsic level for students (Guilloteaux, 2008). The important role of the many attitudinal and motivational factors involved in second language acquisition cannot be ignored. As educators, it is crucial that we consider both the instrinsic and extrinsic components of the affective domain and allow them to drive, at least in part, our instructional practice. From an epistemological standpoint, this study also asks us to consider what we really mean by “learning” and “knowing” a foreign language, a question originally posed by Reagan (2002) in his examination of constructivist practices in the foreign language classroom. By more closely aligning the sociocultural aspects of knowledge construction with theories of instrinsic motivation, teachers may be more informed about the pedagogical decisions that they make in designing and implementing lessons in the foreign language classroom. Moreover, we can look to Crookall and Oxford (1988), who suggested that “Learning a second language is ultimately learning to be another social person” (p. 136). The strong feelings of identification with the target culture expressed by the study participants indicates that notions of identity would also be a powerful tool in shaping foreign language teacher practice to more successfully maximize students’ intrinsic desire to assimilate the target culture. Ideas for future study might include: 1. The examination of how instructional practice affects student motivation to learn a second language. 2. A comparison of various instructional delivery methods to see how they affect student motivation to learn an L2. 3. An evaluation of foreign language and second language teacher training programs to see how the question of motivating students is addressed. 4. A comparison of the role of L2 culture in EFL vs. ESL settings. 5. An exploration of the role that home (or family) culture plays in studying a foreign language. Ultimately, we hope that the data from this study may serve to inform teacher practice by enabling them to better understand and then tap into the key components of L2 student 157
motivation, thus transforming their classrooms into places where more authentic second language acquisition may occur. References Bernhardt, E. & Hammadou, J. (1987). A decade of research in foreign language teacher education. Modern Language Journal, 71(3), 289-299. Brown, H. (2007). Principles of language teaching and learning. White Plains, NY: Pearson Longman. Crookall, D. & Oxford, R. (1988). Review essay. Language Learning, 31(1), 128-140. Dornyei, Z. (2001). Teaching and Researching Motivation. Harlow, England: Pearson Longman Dornyei, Z. & Skehan, P. (2003). Individual Differences in Language Learning. In: C. Doughty & M. Long (Eds.). The Handbook of Second Language Acquisition (pp. 589-639). Oxford: Blackwell. Gardner, R.C. (1988). The socio-educational model of second language learning; assumptions, findings, and issues. Language Learning, 38, 101-26 Gardner, R. &.Lambert, W. (1972). Attitudes and motivation in second-language learning. Rowley, MA: Newbury House. Guilloteaux, M. &. Dornyei, Z. (2008). Motivating language learners: a classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42 , 54-75. Hammadou, J. & Bernhardt, E.B.(1988). On being and becoming a foreign language teacher. Theory Into Practice, 26(4), 301-306. Hebel, S. (2002, March 15). National-security concerns spur congressional interest in language programs. Chronicle of Higher Education, p. A6. Merriam, S. (2001) Qualitative Research and Case Study Applications in Education (2 nd ed.): San Francisco, CA: Jossey-Bass Publishers. Reagan, T. (2002). “Knowing” and “Learning” a Foreign Language: Epistemological Reflections on Classroom Practice. In T.A. Osborn (Ed.), The Future of Foreign Language Education in the United States (pp. 45-56). Westport, CT: Bergin & Garvey. Reagan, T. & Osborn, T.A. (1998). Power, authority, and domination in foreign language education: Toward and analysis of educational failure. Educational Foundations, 12(2), 45-62. Ruiz-Funes, M.T. (2002). On Teaching Foreign Languages: Linking theory to practice. Westport, CT: Bergin & Garvey. Schumann, J. (1978). Social and psychological factors in second language acquisition. In J. Richards, Understanding second & foreign language learning (pp. 163-178). Rowley, MA: Newbury House. Richards, J. (1978). Understanding second & foreign language learning. Rowley, MA: Newbury House. Sherman, R.R., and Webb, R.B. (1988). Qualitative Research in Education: A Focus. In R.R.Sherman and R.B.Webb (eds), Qualitative Research in Education: Focus and Methods. Bristol, PA: Falmer Press. Tedick, D.J. & Walker, C.L. (1994). Second-language teacher education: The problems that plague us. Modern Language Journal, 78(3), 300-312. Ushioda, E. (2008). Motivation and good language learners. In Griffiths, C. (2008). Lessons from good language learners (pp 19-34). Cambridge, MA: Cambridge University Press. About the Authors Lisa M. Basista M.Ed, Adjunct Professor TESOL Department Alliant International University San Diego, CA Email: lmbasista@alliant.edu Major research interests: Foreign Language Pedagogy, Teaching English Language Learners, Teacher Education Robyn A. Hill PhD, Associate Professor Teacher Education Department 158
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Journal of Research in Innovative T
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Table of Contents Editor’s Column
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Editor’s Column National Universi
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training-based method for integrati
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The Editorial Board invites the rea
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The Influence of Social Worlds on E
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experience in a strong group settin
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Table 1 Example Scenario of a Burea
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hierarchy ensures a social position
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(see Figure 5). Each member is affo
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through four types of instructional
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Hierarchic (high grid, strong Group
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Figure 10. Didactic Task Structure
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Stansberry, S., & Harris, E. (2005)
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Utilizing current research-based co
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teachers. The instructor kept a mas
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References Coburn, C. E. (2001). Co
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Organizing for Instruction Carefull
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Accelerated Learning 33
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the learning process but rather to
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Csikszentmihalyi (1982) has written
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term (intersession) gets its name b
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Some Important Issues Scott and Con
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esponsibilities). A higher percenta
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them in such a way that the likelih
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makes a valuable contribution to ou
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North American Association of Summe
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E-learning 51
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Academic Learning Today Academic in
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In the original publication by the
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• Individual (1) — Group (2) co
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Challenges and Opportunities From t
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About the Authors Cynthia (Cindy) L
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AGILE TEACHING: A CASE STUDY OF USI
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the scope-by-name feature of Ruby e
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need to deal with. Students learned
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experiment with different options f
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the students evaluate the optimum s
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Using Bibliotherapy as a Tool for C
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different clients and their present
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supervisees with a brief synopsis o
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Stick Figure, by Lori Gottlieb As t
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psychological awareness to encourag
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on the Internet. To keep the classr
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The third portion of the discussion
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Henry, S. (2005). A different appro
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elementary-age students. Linked wit
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considered in multicultural literat
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In Finding One, the conclusion was
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Stephanie: “I learned that some p
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importance in society and in school
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published in the United States. Ret
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Reading Practices in Elementary Sch
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groups of students reading by apply
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Table 2 Participant-Reported Teachi
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Page 116 and 117: Conclusion As teachers work to impr
Page 118 and 119: Bilingual Education and Second Lang
Page 120 and 121: successful in hiring enough qualifi
Page 122 and 123: Five Innovative Strategies That Wor
Page 124 and 125: The third strategy is “Determinin
Page 126 and 127: the categories, synthesized and def
Page 128 and 129: Fereshteh, M. H. (1995). Multicultu
Page 130 and 131: Can Balanced Bilingualism Be Achiev
Page 132 and 133: As may be seen from this discussion
Page 134 and 135: Alternatives to Current Methodologi
Page 136 and 137: education when students are isolate
Page 138 and 139: Conclusion SL learning must be a tw
Page 140 and 141: Language as Tool for a Global Educa
Page 142 and 143: encouraging passive learning. Such
Page 144 and 145: Similarly, their actions or what go
Page 146 and 147: should therefore not be glued to th
Page 148 and 149: Supplementary Reading Since there i
Page 150 and 151: Bruce, M. G., Podemski, R. S., & An
Page 152 and 153: • Sentence combination (using con
Page 154 and 155: The Motivational and Attitudinal Ch
Page 156 and 157: Other researchers have challenged t
Page 158 and 159: education classes were taught in Ru
Page 160 and 161: Participants also described how the
Page 164 and 165: National University Carlsbad, CA Em
Page 166 and 167: Assessment and Evaluation 161
Page 168 and 169: affordance of opportunities for sel
Page 170 and 171: An examination of the peer-comment
Page 172 and 173: language used in the description an
Page 174 and 175: promotes self-discovery (Saulnier e
Page 176 and 177: Appendix A Sample Language from an
Page 178 and 179: Student Evaluations of Courses and
Page 180 and 181: that there is a consistent positive
Page 182 and 183: (teaching) for all classes (11 item
Page 184 and 185: Figure 1. The Nonlinear Relationshi
Page 186 and 187: About the Authors Nataliya Serdyuko
Page 188 and 189: Best Practices 183
Page 190 and 191: The Textbook Elementary Statistics
Page 192 and 193: If the mean number of visits was as
Page 194 and 195: discussion in such courses is slow;
Page 196 and 197: Table 1. A grade list for a class o
Page 198 and 199: Sloboda, B. W. (2005). Improving th
Page 200 and 201: The Journal of Research in Innovati
Page 202: About the Author In the end of your
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