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Language learning motivation:
a multi-dimensional competence




 Luciano Mariani TESOL Rome 2011
     © Luciano Mariani – www.learningpaths.org
What about                        Yes, but
motivation?                      motivation…




It’s all very well, but if you
      lack motivation…
The elements which define the
  learning/teaching process are
  the following:
• exposure … to the target
  language;
• opportunity for language use …;
• motivation to respond to the
  previous two conditions.


                      (C. Brumfit)
Transfer of proficiency between
    languages will occur provided
 there is adequate exposure to the
         language (either in
     school or environment) and
   adequate motivation to learn.



(J. Cummins)
Given motivation, it is
  inevitable that a human
  being will learn a second
language if he is exposed to
    the language data.




          (P. Corder)
Motivation …
                      3. as the interplay
                         between task
                           value and
                        expectancy of
                            success


                        2. as part of
                         a language
       1. as a
                          learner’s
  multidimensional,
                           identity
 dynamic competence
Voices from the classroom …




 from surveys carried out in Italian
      upper-secondary schools
 www.learningpaths.org/motivazione
Motivation …




       1. as a
  multidimensional,
 dynamic competence
A multi-dimensional competence

         I can say I’m living a positive
     experience in this class thanks to my
      friends and my school results… but
    especially my friends … thanks to them
    every morning I find the motivation to
    get up and come to school, where every
           day with them is a treat.



(Barbara, 17)
A multi-dimensional competence

        The wish to be happy. You can’t be
       happy if you never do well at school,
          first because you become the
       teachers’ target, and then because
            you get scolded at home …




(Enrica, 15)
A multi-dimensional competence

        You need to work in a good
         environment, have a good
      relationship with teachers and
       be supported and encouraged
              by your family.




(Mario, 17)
A multi-dimensional competence
      What prompts me to study is …
     above all the fact that if I look at
      the world of work today I see it
    hard and tiring and far off from me.
    That’s why I try to study as best as
    I can so that I can get good results
        and, who knows, a good job.




(Francesco, 17)
families – communities - society
           school




             class
        “a social arena”

            tasks
A situated, contextual competence
A dynamic process

     Yes, I didn’t like this subject at the
    start, but then, by doing my homework
        regularly, I started to like it.




(Gisella, 16)
A dynamic process …


complex
                          unpredictable




non-linear
A dynamic process

  The thing that strikes me
most is the fact that, despite
 all the maths that I learned
    at school, I’ve somehow
    managed to go on loving
            maths.

 (… Albert Einstein!)
Motivation …




               2. as part of
                a language
                 learner’s
                  identity
Motivation and identity



 L1          L2

                          Ln …
The “classic” opposition in language
         learning motivation




instrumental               integrative
Identity: instrumental motivation
   Learning a foreign language is like …

    making             doing something useful,
      an                because you can use a
    effort            foreign language, you can
    to pass             speak it, not like, for
      my              instance, maths, which is
    exams            of no use to me in my free
                                 time



(Aldo, 15)   (Gabriella, 17)
Identity: instrumental motivation
Learning a foreign language is like …

 something new which          making a
   you can use at any        long-term
  time, the imaginary       investment
   passport to travel



       (Giuliana, 15)
                           (Pino, 15)
Identity: a range of instrumental
              motivations



external regulation ------- interiorization

people are motivated by a
 wide range of different,
even conflicting, reasons,
   which make up their
        individual




motivational profiles
How much     In how many
motivation
               different
have I got?
               ways am I
               motivated?
Identity: integrative motivation
   Learning a foreign language is like …
  being able to    feeling at home
   become “a      wherever you go …
   foreigner”     feeling like a real
    and being        Englishman,
   considered          German,
     as such       Frenchman, etc.




(Daniele, 15)               (Simone, 17)
Identity: integrative motivation
 Learning a foreign language is like …

    changing my         enter the logic and
    nationality,       frame of mind, first
    therefore I         of the people who
   should know a       speak the language,
      language           and then of the
     perfectly            language itself



(Paola, 16)         (Elena, 18)
Identity: integrative motivation




                         ideal native
                           speaker
                         competence


                      unrealistic
                     expectations?
Motivation and identity
  Learning a foreign language is like …
  becoming      being         playing various roles,
   another        two              interpreting a
   person,      people        character, changing
    almost      at the         one’s voice and way
  changing                     of thinking (I think
                 same
     your                        like a German, a
                 time
 personality                      Frenchman, an
 and way of                         Englishman)
     being
(Grazia, 17)   (Cesare, 19)     (Silvana, 16)
Motivation and identity
   Learning a foreign language is like …
belonging to opening up to            adjusting to
 a group of     the world,           other people’s
 people who   being free to             ways of
communicate      express             communicating
through the oneself to the
    same        world and                        belonging
  language   integrate at a                       more to
              global level ...                   the world
                                  (Emilio, 18)

 (Giovanni, 15)   (Liliana, 18)     (Annalisa, 18)
Beyond the “classic” opposition …




                       to the “Ideal L2 Self”
                      “If the person we would like
                      to become speaks an L2, the
                       ideal L2 self is a powerful
                       motivator to learn the L2”
                                          Z. Dörnyei
Motivation and identity
    “the pressure for most people is to develop a
      bicultural identity, in which part of their
identity is rooted in their local culture while another
  part is associated with a global identity that links
        them to the international mainstream”
                                       J.J.Arnett 2002
Identity: intrinsic motivation
   Learning a foreign language is like …
                  playing          picking a rose.
                 football –        You have to be
                 absolutely          careful with
  listening                       thorns, but this
                 necessary
 to a song                          is no problem
                                   compared with
                                   its beauty and
                                        scent

                 (Maurizio, 17)
(Giuliana, 15)                      (Emma, 19)
Identity: intrinsic motivation
Learning a foreign language is like …

                  eating a
solving a         sandwich
 riddle             with
                 nutella   ☺

(Luisa, 18)
                 (Ivan, 18)
Identity: de-motivation?
  Learning a foreign language is like …

    learning         learning to
                                      running
   something         play chess
                                     barefoot
    which is          with your
                                     on stones
   physically,           eyes
 mentally, … and       closed –
  “chemically”          nearly
   impossible        impossible
                                     (Andrea, 18)

(Leonardo, 15)     (Christian, 18)
Identity: de-motivation?
   Learning a foreign language is like …
  being under a       going on a
   terrible hail                      having to
                       long trip
   storm with 2                         learn
                        with no
      square                         something
                     destination
   centimetres                       which has
    hail stones                      nothing to
    which won’t                      do with me
 allow you to see
  where you are     (Veronica, 16)

(Walter, 15                  (Roberto, 16)
Identity: de-motivation?




   learned
 helplessness
Motivation …
               3. as the interplay
                  between task
                    value and
                 expectancy of
                     success
The “value + expectancy” formula


 perception of
   task value

     +
expectancy of
   success




                 motivation to learn
Expectancy of success
  What should happen for you to be successful?

                   If you’re lucky to      Once the
 A miracle.
                      have a good       teacher was in
                  teacher, that’s the    a good mood
                    most important      and she didn’t
 (Luca, 14)        thing! Either your    notice a few
                     teachers are       mistakes in my
                    incompetent or       presentation
                    they’re tyrants!
                  Everything depends
                                         (Massimo, 16)
                  on the teacher, my
                   school results are
(Patrizia, 17)     there to prove it!
Expectancy of success
 What should happen for you to be successful?

     Luck is a        Some tests    Intelligence and
deceptive illusion,    are based    personal ability
although it has an      mainly on  affect your study
    impact on           personal    method and your
  outcomes; you        ability and interest because
need to optimize        studying     if you try hard
your preparation,     hard doesn’t     but are not
results crop well,    count much     intelligent, you
 like mushrooms                       can’t get good
                                         results

(Giancarlo, 16) (Marta, 17)
                                (Tiziano, 16)
Expectancy of success
           and causal attributions
                 unstable

           effort           luck

internal                           external

            ability    context

                  stable
Causal attributions to
            develop self-efficacy
         (perception of competence)




ability and strategies   effort and commitment
Am I bright     Can I
 enough?      meet this
              challenge?



               Do I have
               a flair for
              languages?
Causal attributions to
            develop self-efficacy
         (perception of competence)




ability and strategies   effort and commitment
“Genius is ten per
cent inspiration and
  ninety per cent
   perspiration”
   Victor Hugo

“When inspiration
 does not come, I
 meet it halfway”
 Sigmund Freud
The motivational value of tasks
      I remember with delight a very nice
   project we did in the first grade, it was
   called ‘Progetto Cartabianca’. A group of
   students had to write articles on various
   topics for a daily paper, adding pictures
     and ads. Being part of the group was
      exciting and instructive, we were in
     perfect harmony and we were able to
    produce some very good work and even
             entered a competition.

                        relevance
(Rosanna, 17 anni)
The motivational value of tasks

   I feel motivated in those subjects or
  projects where studying is not enough,
   where you have to use your head and
   be creative, maybe cooperating with
    other people – in a word, activities
  which combine different subjects and
           personal experience.

                       attention
                  personal involvement
(Mara, 17 anni)
The motivational value of tasks

    Surely one of the best experiences
   was the guided tour in Aosta because,
   besides missing some class time, each
    student had to present a monument
          to the other students.



                          attention
(Massimo, 14 anni)   personal involvement
The motivational value of tasks
    I liked an English project on an American
  author because, starting from a book we had
 read in class, we had to give a sort of a lesson
  to explain to those who hadn’t read the book
  why the book in question was so important. I
 liked that because I was able to prove that I
can explain myself in a simple but thorough way
without help from the teacher or a classmate.


                          challenge
                           support
(Lorenzo, 18 anni)
The motivational value of tasks
   I feel motivated when you put the
  theory you’ve studied into practice,
  and when you do exercises in class,
 under the teacher’s guide, so that you
 can then realize if you you could have
   done that exercise just as well by
               yourself.


                       challenge
(Roberta, 17 anni)      support
The motivational value of tasks
For instance, at the moment, working
  in groups, we have to present and
explain to our classmates some topics
 we have to study and understand at
  home. I think this is useful and is
   evidence of great maturity (for
       those who can make it).

                      challenge
                       support
(Andrea, 14 anni)
The motivational value of tasks




challenge: task        student support
  difficulty
  autonomy                scaffolding
The motivational value of tasks

  Lessons should involve the student,
  teachers shouldn’t rush them. The
 results of tests should be clear and
there should be time after the test to
discuss mistakes and how to do better
 (something which is always missing).



                     feedback

(Franco, 18)
The motivational value of tasks
   This was gratifying because the
  teacher collected the reports and
  then they were compared in class
   and for every student there was
    some constructive criticism in
 addition to compliments and a “small
           bonus on marks”.



                      feedback
(Ada, 16)
The motivational value of tasks




What has (not)                   What needs
 been done?                      to be done?

from the recent past …   … to the near future
The motivational value of tasks




           Students’ keywords:

           -   personal involvement
           -   clear performance criteria
           -   space and time for discussion
           -   shared class work
           -   constructive criticism
The motivational value of tasks



      … I think this is useful and is
       evidence of great maturity
      (for those who can make it).




(Andrea, 14)
The motivational value of tasks
 What should you do to do better at school?

     Pay more       Cheat as         Cheat,
 attention when     much as I       cheat and
    we have a          can.        cheat again.
literature lesson
instead of falling
   asleep on my    (Martino, 15)
       desk.
                                   (Antonio, 15)


(Domenico, 14)
The motivational value of tasks
 Have you found a way to study difficult topics
          or carry out boring tasks?
     Reading to my            If I don’t like the
   puppets, pretending         topic, I study by
      to speak to my            heart and can’t
    pupils. For boring       understand anything.
    tasks, doing them            If a subject is
   immediately so that        boring, sometimes,
       I can go out            although I try to
     without thinking           study it, I can’t
         about my            understand anything.
        homework.

(Ines, 12)               (Marisa, 16)
The motivational value of tasks
 Have you found a way to study difficult topics
          or carry out boring tasks?
    Yes, I’ve found a way to study which is
      easier and fun: studying with friends
     - because if we study like that it’s fun
        and often, afterwards, during the
       class test we remember something
      funny we said and thanks to that we
                remember things.



(Simone, 16)
The motivational value of tasks
Have you found a way to study difficult topics
         or carry out boring tasks?

          I read a text several times and
          then make a summary at the side
          for almost every point. It’s a hell
             of a job and doesn’t lead me
           anywhere. But I have to do it …




(Giuseppe, 14)
“Knowing what to do when
you don’t know what to do”
Self-regulation to
  sustain motivation

 plan

             monitor



evaluate
task promotes                      strategies are
  the use of                       monitored and
  strategies                         evaluated

                   strategic
                 self-regulation


experience of success                 success is
   creates positive                 attributed to
expectations towards                    effort,
oneself (self-esteem)              commitment and
  and future tasks                   appropriate
    (self-efficacy)                   strategies
Now I know the rules
 of the game. I can
try hard, play better
   and maybe win.
Learning Paths




    Tante Vie Per Imparare

www.learningpaths.org/motivazione

      luciano.mariani@iol.it

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Luciano mariani language learning motivation - a multi-dimensional competence

  • 1. Language learning motivation: a multi-dimensional competence Luciano Mariani TESOL Rome 2011 © Luciano Mariani – www.learningpaths.org
  • 2. What about Yes, but motivation? motivation… It’s all very well, but if you lack motivation…
  • 3. The elements which define the learning/teaching process are the following: • exposure … to the target language; • opportunity for language use …; • motivation to respond to the previous two conditions. (C. Brumfit)
  • 4. Transfer of proficiency between languages will occur provided there is adequate exposure to the language (either in school or environment) and adequate motivation to learn. (J. Cummins)
  • 5. Given motivation, it is inevitable that a human being will learn a second language if he is exposed to the language data. (P. Corder)
  • 6. Motivation … 3. as the interplay between task value and expectancy of success 2. as part of a language 1. as a learner’s multidimensional, identity dynamic competence
  • 7. Voices from the classroom … from surveys carried out in Italian upper-secondary schools www.learningpaths.org/motivazione
  • 8. Motivation … 1. as a multidimensional, dynamic competence
  • 9. A multi-dimensional competence I can say I’m living a positive experience in this class thanks to my friends and my school results… but especially my friends … thanks to them every morning I find the motivation to get up and come to school, where every day with them is a treat. (Barbara, 17)
  • 10. A multi-dimensional competence The wish to be happy. You can’t be happy if you never do well at school, first because you become the teachers’ target, and then because you get scolded at home … (Enrica, 15)
  • 11. A multi-dimensional competence You need to work in a good environment, have a good relationship with teachers and be supported and encouraged by your family. (Mario, 17)
  • 12. A multi-dimensional competence What prompts me to study is … above all the fact that if I look at the world of work today I see it hard and tiring and far off from me. That’s why I try to study as best as I can so that I can get good results and, who knows, a good job. (Francesco, 17)
  • 13. families – communities - society school class “a social arena” tasks
  • 15. A dynamic process Yes, I didn’t like this subject at the start, but then, by doing my homework regularly, I started to like it. (Gisella, 16)
  • 16. A dynamic process … complex unpredictable non-linear
  • 17. A dynamic process The thing that strikes me most is the fact that, despite all the maths that I learned at school, I’ve somehow managed to go on loving maths. (… Albert Einstein!)
  • 18. Motivation … 2. as part of a language learner’s identity
  • 19. Motivation and identity L1 L2 Ln …
  • 20. The “classic” opposition in language learning motivation instrumental integrative
  • 21. Identity: instrumental motivation Learning a foreign language is like … making doing something useful, an because you can use a effort foreign language, you can to pass speak it, not like, for my instance, maths, which is exams of no use to me in my free time (Aldo, 15) (Gabriella, 17)
  • 22. Identity: instrumental motivation Learning a foreign language is like … something new which making a you can use at any long-term time, the imaginary investment passport to travel (Giuliana, 15) (Pino, 15)
  • 23. Identity: a range of instrumental motivations external regulation ------- interiorization 
  • 24. people are motivated by a wide range of different, even conflicting, reasons, which make up their individual motivational profiles
  • 25. How much In how many motivation different have I got? ways am I motivated?
  • 26. Identity: integrative motivation Learning a foreign language is like … being able to feeling at home become “a wherever you go … foreigner” feeling like a real and being Englishman, considered German, as such Frenchman, etc. (Daniele, 15) (Simone, 17)
  • 27. Identity: integrative motivation Learning a foreign language is like … changing my enter the logic and nationality, frame of mind, first therefore I of the people who should know a speak the language, language and then of the perfectly language itself (Paola, 16) (Elena, 18)
  • 28. Identity: integrative motivation ideal native speaker competence unrealistic expectations?
  • 29. Motivation and identity Learning a foreign language is like … becoming being playing various roles, another two interpreting a person, people character, changing almost at the one’s voice and way changing of thinking (I think same your like a German, a time personality Frenchman, an and way of Englishman) being (Grazia, 17) (Cesare, 19) (Silvana, 16)
  • 30. Motivation and identity Learning a foreign language is like … belonging to opening up to adjusting to a group of the world, other people’s people who being free to ways of communicate express communicating through the oneself to the same world and belonging language integrate at a more to global level ... the world (Emilio, 18) (Giovanni, 15) (Liliana, 18) (Annalisa, 18)
  • 31. Beyond the “classic” opposition … to the “Ideal L2 Self” “If the person we would like to become speaks an L2, the ideal L2 self is a powerful motivator to learn the L2” Z. Dörnyei
  • 32. Motivation and identity “the pressure for most people is to develop a bicultural identity, in which part of their identity is rooted in their local culture while another part is associated with a global identity that links them to the international mainstream” J.J.Arnett 2002
  • 33. Identity: intrinsic motivation Learning a foreign language is like … playing picking a rose. football – You have to be absolutely careful with listening thorns, but this necessary to a song is no problem compared with its beauty and scent (Maurizio, 17) (Giuliana, 15) (Emma, 19)
  • 34. Identity: intrinsic motivation Learning a foreign language is like … eating a solving a sandwich riddle with nutella ☺ (Luisa, 18) (Ivan, 18)
  • 35. Identity: de-motivation? Learning a foreign language is like … learning learning to running something play chess barefoot which is with your on stones physically, eyes mentally, … and closed – “chemically” nearly impossible impossible (Andrea, 18) (Leonardo, 15) (Christian, 18)
  • 36. Identity: de-motivation? Learning a foreign language is like … being under a going on a terrible hail having to long trip storm with 2 learn with no square something destination centimetres which has hail stones nothing to which won’t do with me allow you to see where you are (Veronica, 16) (Walter, 15 (Roberto, 16)
  • 37. Identity: de-motivation? learned helplessness
  • 38. Motivation … 3. as the interplay between task value and expectancy of success
  • 39. The “value + expectancy” formula perception of task value + expectancy of success motivation to learn
  • 40. Expectancy of success What should happen for you to be successful? If you’re lucky to Once the A miracle. have a good teacher was in teacher, that’s the a good mood most important and she didn’t (Luca, 14) thing! Either your notice a few teachers are mistakes in my incompetent or presentation they’re tyrants! Everything depends (Massimo, 16) on the teacher, my school results are (Patrizia, 17) there to prove it!
  • 41. Expectancy of success What should happen for you to be successful? Luck is a Some tests Intelligence and deceptive illusion, are based personal ability although it has an mainly on affect your study impact on personal method and your outcomes; you ability and interest because need to optimize studying if you try hard your preparation, hard doesn’t but are not results crop well, count much intelligent, you like mushrooms can’t get good results (Giancarlo, 16) (Marta, 17) (Tiziano, 16)
  • 42. Expectancy of success and causal attributions unstable effort luck internal external ability context stable
  • 43. Causal attributions to develop self-efficacy (perception of competence) ability and strategies effort and commitment
  • 44. Am I bright Can I enough? meet this challenge? Do I have a flair for languages?
  • 45. Causal attributions to develop self-efficacy (perception of competence) ability and strategies effort and commitment
  • 46. “Genius is ten per cent inspiration and ninety per cent perspiration” Victor Hugo “When inspiration does not come, I meet it halfway” Sigmund Freud
  • 47. The motivational value of tasks I remember with delight a very nice project we did in the first grade, it was called ‘Progetto Cartabianca’. A group of students had to write articles on various topics for a daily paper, adding pictures and ads. Being part of the group was exciting and instructive, we were in perfect harmony and we were able to produce some very good work and even entered a competition. relevance (Rosanna, 17 anni)
  • 48. The motivational value of tasks I feel motivated in those subjects or projects where studying is not enough, where you have to use your head and be creative, maybe cooperating with other people – in a word, activities which combine different subjects and personal experience. attention personal involvement (Mara, 17 anni)
  • 49. The motivational value of tasks Surely one of the best experiences was the guided tour in Aosta because, besides missing some class time, each student had to present a monument to the other students. attention (Massimo, 14 anni) personal involvement
  • 50. The motivational value of tasks I liked an English project on an American author because, starting from a book we had read in class, we had to give a sort of a lesson to explain to those who hadn’t read the book why the book in question was so important. I liked that because I was able to prove that I can explain myself in a simple but thorough way without help from the teacher or a classmate. challenge support (Lorenzo, 18 anni)
  • 51. The motivational value of tasks I feel motivated when you put the theory you’ve studied into practice, and when you do exercises in class, under the teacher’s guide, so that you can then realize if you you could have done that exercise just as well by yourself. challenge (Roberta, 17 anni) support
  • 52. The motivational value of tasks For instance, at the moment, working in groups, we have to present and explain to our classmates some topics we have to study and understand at home. I think this is useful and is evidence of great maturity (for those who can make it). challenge support (Andrea, 14 anni)
  • 53. The motivational value of tasks challenge: task student support difficulty autonomy scaffolding
  • 54. The motivational value of tasks Lessons should involve the student, teachers shouldn’t rush them. The results of tests should be clear and there should be time after the test to discuss mistakes and how to do better (something which is always missing). feedback (Franco, 18)
  • 55. The motivational value of tasks This was gratifying because the teacher collected the reports and then they were compared in class and for every student there was some constructive criticism in addition to compliments and a “small bonus on marks”. feedback (Ada, 16)
  • 56. The motivational value of tasks What has (not) What needs been done? to be done? from the recent past … … to the near future
  • 57. The motivational value of tasks Students’ keywords: - personal involvement - clear performance criteria - space and time for discussion - shared class work - constructive criticism
  • 58. The motivational value of tasks … I think this is useful and is evidence of great maturity (for those who can make it). (Andrea, 14)
  • 59. The motivational value of tasks What should you do to do better at school? Pay more Cheat as Cheat, attention when much as I cheat and we have a can. cheat again. literature lesson instead of falling asleep on my (Martino, 15) desk. (Antonio, 15) (Domenico, 14)
  • 60. The motivational value of tasks Have you found a way to study difficult topics or carry out boring tasks? Reading to my If I don’t like the puppets, pretending topic, I study by to speak to my heart and can’t pupils. For boring understand anything. tasks, doing them If a subject is immediately so that boring, sometimes, I can go out although I try to without thinking study it, I can’t about my understand anything. homework. (Ines, 12) (Marisa, 16)
  • 61. The motivational value of tasks Have you found a way to study difficult topics or carry out boring tasks? Yes, I’ve found a way to study which is easier and fun: studying with friends - because if we study like that it’s fun and often, afterwards, during the class test we remember something funny we said and thanks to that we remember things. (Simone, 16)
  • 62. The motivational value of tasks Have you found a way to study difficult topics or carry out boring tasks? I read a text several times and then make a summary at the side for almost every point. It’s a hell of a job and doesn’t lead me anywhere. But I have to do it … (Giuseppe, 14)
  • 63. “Knowing what to do when you don’t know what to do”
  • 64. Self-regulation to sustain motivation plan monitor evaluate
  • 65. task promotes strategies are the use of monitored and strategies evaluated strategic self-regulation experience of success success is creates positive attributed to expectations towards effort, oneself (self-esteem) commitment and and future tasks appropriate (self-efficacy) strategies
  • 66. Now I know the rules of the game. I can try hard, play better and maybe win.
  • 67. Learning Paths Tante Vie Per Imparare www.learningpaths.org/motivazione  luciano.mariani@iol.it

Hinweis der Redaktion

  1. Walking on a rope
  2. Weaving in discourse