Panel discussion 1 (Sat July 2)

Panel Discussion 1 CUE 2011 Conference

The intersection of motivation and

cultural identity


Keita KikuchiYoshiyuki NakataEma Ushioda

The intersection of motivation and cultural identity


Ema Ushioda


Ema UshiodaUniversity of Warwick

The intersection of motivation and cultural identityPanel discussion – JALT CUE 2011

Long tradition of social-psychological research on L2 motivation & cultural (ethnolinguistic) identity

e.g. Clément & Noels 1992; Gardner & Lambert 1972; Giles & Byrne 1982; Schumann 1978; Segalowitz et al. 2009

Language motivation and shifting cultural identities:

A story from my own life …

Who I am or want to be is also defined in terms of who I am not or do not want to become (McCaslin 2009)

me

From external to internal processes of identification

Reconceptualizing integrativeness as an internal process of identification within the self-concept(Dörnyei & Csizér 2002)

L2 motivation:changing theoretical perspectives

L2 motivation andcurrent concepts of cultural identity

Identities

Norton 2000, 2001

References• Clément, R. & Noels, K.A. 1992. Towards a situated approach to ethnolinguistic

identity: The effects of status on individuals and groups. Journal of Language and Social Psychology, 11, 203–32.

• Dörnyei, Z. 2005. The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.

• Dörnyei, Z. & Csizer, K. 2002. Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421–62.

• Dörnyei, Z. & Ushioda, E. (eds) 2009. Motivation, language identity and the L2 self. Bristol: Multilingual Matters.

• Gardner, R.C. & Lambert, W.E. 1959. Attitudes and motivation in second language learning. Rowley, MA: Newbury House.

• Giles, H. & Byrne, J.L. 1982. An intergroup approach to second language acquisition. Journal of Multilingual and Multicultural Development, 3, 17–40.

• Kanno, Y., & Norton, B. 2003. Imagined communities and educational possibilities: Introduction. Journal of Language, Identity and Education, 2(4), 241–249.

• Lamb, M. 2004. Integrative motivation in a globalizing world. System, 32, 3–19.

• Lamb, M. 2009. Situating the L2 self: Two Indonesian school learners of English. In Z. Dörnyei & E. Ushioda (eds), Motivation, language identity and the L2 self. Bristol: Multilingual Matters.

• McCaslin, M. 2009. Co-regulation of student motivation and emergent identity. Educational Psychologist 44(2), 137–46.

• Norton, B. 2000. Identity and language learning: Gender, ethnicity and educational change. Harlow: Longman.

• Norton, B. 2001. Non-participation, imagined communities, and the language classroom. In M. Breen (ed.), Learner contributions to language learning. Harlow: Pearson.

• Schumann, J. 1978. The acculturation model for second language acquisition. In R. Gingras (ed.), Second language acquisition and foreign language teaching. Arlington, VA: Center for Applied Linguistics.

• Segalowitz, N., Gatbonton, E. & Trofimovich, P. 2009. Links between ethnolinguistic affiliation, self-related motivation and second language fluency: Are they mediated by psycholinguistic variables? In Z. Dörnyei & E. Ushioda (eds), Motivation, language identity and the L2 self. Bristol: Multilingual Matters.

• van Lier, L. 2007. Action-based teaching, autonomy and identity. Innovation in Language Learning and Teaching, 1(1), 46–65.


Keita KikuchiYoshiyuki NakataEma Ushioda



Yoshiyuki Nakata


The impact of constraints on motivation:

the Japanese EFL School Context

Yoshiyuki Nakata Hyogo University of Teacher Education, Japan

Panel DiscussionThe Intersection of Motivation and Cultural Identity

JALT CUE conference: Foreign Language Motivation in Japan(Toyo Gakuen University, Tokyo, Japan, July 2, 2011) 　

Intervention Strategies Teacher-Directed

Student Self-Regulated

Social/Cultural Classroom Internal Factors MotivatedContext Contextual (Beliefs and Behavior Factors perceptions)

Cultural Classroom Student motivatioal Actualfactors factors beliefs and emotions observable

behaviors

Part of “An Integrated Model of Student Motivation in the Classroom”(Dembo, M. H., & Eaton, M. J., 1997, p. 69 (adapted from Pintrich, 1994)

Social/cultural context in Japan: Effects of Confucius

　・　 Humiliation in public as an intolerable shame

・ Making effort as a virtue

・ Persistence (gambaru)

・ Harmony in interpersonal relations and

the ability to cooperate with others (Nakata,

2006)

1. the EFL context

2. Entrance-exam orientation

3. positivistic paradigm (top-down administration)

4. teacher-fronted instruction and whole-classroom structure (the dominant mode, believed to be the most successful)

5. more high-structure teaching than low-structure teaching (e.g., grammar-translation method)

6. the trusting relationship between a teacher and learners as an indispensable component

7. heavy workload (e.g., student advising, extracurricular coaching, career guidance, and club activity coaching).

Constraints and limitations inherent in secondary school EFL classroom in Japan (Nakata,

2009)

• Two or three teachers get together and discuss the textbook to use for the semester. However, in many instances, we only negotiate how we together use it during the semester. Once decided, we just follow routine work. There are curriculum goals we need to achieve until mid-term exam and final exam. Everything seems to be predetermined and unchangeable. (A-27) (Nakata, 2011)

Voices from teachers: The realities inherent in the Japanese EFL high school context

• Strictly speaking, even if teachers do employ the grammar-translation method, it is okay as long as their students succeed in passing the university entrance exam. In short, the students’ entrance exam results are everything. It is the reality.

• When I was young, I was determined to employ the communicative approach. But, as far as the university entrance exam was concerned, the class employing the grammar-translation method was found to be much more successful than my class, and then I was criticized for using such an approach. (A-48)

(Nakata, 2011)

Voices from teachers: A great dilemma in the pedagogical approach teachers employ

Principal Colleagues (Teachers of other subjects) Colleagues (English teachers)

Language learning /teaching Learners’ Behavior

(Inner psyche) Teacher as a human Learning A Learner’s Behavior as an educator experiences, Inner as a language Educational psyche instructor philosophy

Classroom context

School context

Social/Cultural Context

A model of student motivation ：The teacher’s perspective (Nakata, 2009)

(a) having interest in (kyomi or kanshin)

or liking (suki or tanoshii) to study,

(b) having a willingness or desire (yaruki) to study; and

(c) having the right attitude (taido) for studying.

(the U.S. Department of Education, 1998)

Three categories of motivation(i.e., teachers’, parents’, and students’ perceptions)

From

a compulsory classroom subject

To

an internally valued subject

Our challenge: how we can help our learners to change

their perceptions of English

Aoki, N., & Nakata, Y. (Eds.). (2011). Learner autonomy Nihongokyouku to gaikokugo kyouiku no miraino tameni (Learner autonomy for the prospects of Japanese language education and foreign language education) . Tokyo: Hitsuji Press. （青

木直子・中田賀之編集『学習者オートノミー日本語教育と外国語教育の未来のために』東京：ひつじ書房）

Brophy, J. E. (2008). Developing students' appreciation for what is taught in school. Educational Psychologist, 43(3), 132–141.

Dembo, H. D., & Eaton, M. J. (1997). School learning and motivation. In Pyle, D. P (Ed), Handbook of academic learning – constructing knowledge (pp. 66–103). San Diego: Academic Press.

Nakata, Y. (2006). Motivation and experience in foreign language learning. Oxford: Peter Lang.

Nakata, Y. (2009). The teacher as a motivation researcher. In T. Yoshida, H. Imai, Y. Nakata, A. Tajino, O. Takeuchi, & K. Tamai (Eds.), Researching language teaching and learning: An integration of practice and theory (pp. 235–251). Oxford: Peter Lang.

Nakata, Y. (2011). Teachers’ readiness for promoting learner autonomy: A study of Japanese EFL high school teachers. Teaching and Teacher Education, 27, 900–910.

U.S. Department of Education. (1988). The educational systems in Japan: Case study findings (Chapter 3: Individual differences and the Japanese education system). Retrieved March 21, 2011 at http://www2.ed.gov/pubs/JapanCaseStudy/chapter3a.html

Bibliography

http://www2.ed.gov/pubs/JapanCaseStudy/chapter3a.html

Panel Discussion 1

CUE 2011 Conference

Keita Kikuchi

Yoshiyuki Nakata

Ema Ushioda


Panel Discussion 1

CUE 2011 Conference

Keita Kikuchi


Changes of Japanese Changes of Japanese learners’ motivation to learners’ motivation to

study English during the study English during the high schoolhigh school

Keita KikuchiKeita KikuchiTokai University, JAPANTokai University, JAPAN

keita@tokai-u. jpkeita@tokai-u. jp

JALT CUE conference:Foreign Language Motivation in Japan

(Toyo Gakuen University, Tokyo, Japan, July 2, 2011)

Panel DiscussionThe Intersection of Motivation and Cultural Identity

　

Dörnyei, Z. (2005)’s Self System

Ideal L2self (i.e., L2 specific facet of one’s ideal self)

Ought-to L2self (i.e., the attributes that learners believe they ought to possess in order to meet expectations and to avoid possible negative outcomes)

L2 experience (i.e., situated motives related to the immediate learning environment and experience)

Dörnyei, Z. (2005)’s Self System EFL Learners In Japan… Ideal L2self: Traveling abroad, studying

abroad Ought-to L2self : Studying for university

entrance exams, taking good scores on TOEIC, TOEFL.

L2 experience : Studying in class, talking with teachers in English, making friends who they can speak English with.

How can teachers in Japan help students??

Motivation & identity in flux: 8 years of Motivation & identity in flux: 8 years of EFL (EFL (Sawyer, 2006)Sawyer, 2006) At the end of the first class

session of the class, students are asked to fill it in at home before the second class session as a homework.

They are asked to indicate their level of motivation along a 5 point Likert scale from very low to very high.

Space was provided for them to offer some retrospections about their motivation

Grade Level of Motivation

Comments

March

JHS3

April

March

JHS2

April

March

JHS1

April

Students are asked to rate on a 5 point likert scale here. (1)Very low, (2) low (3) Average,(4) High (5)Very high

Another study, Sakai and Kikuchi (in-Another study, Sakai and Kikuchi (in-preparation)preparation)

In the part of the questionnaire about their motivation/demotivation in their high school time, we asked questions about their changes of motivation in their high school5 point likert scale (JHS1Spr. -Uni1Spr. )77 college students attending classes for

English teacher certificates in a public University in Shinshu area participated.

Tentative Result ( Average of 77 students’ Tentative Result ( Average of 77 students’ response to 5point likert scale)response to 5point likert scale)

A summary of Dörnyei (1998, cited in A summary of Dörnyei (1998, cited in 2001)2001)Focused specifically on learners who had been

identified as being demotivated.

Conducted structured interviews (10-30 min.) with 50 secondary school pupils studying English or German as a foreign language at various schools in Budapest.

Nine themes (for a total of 75 occurrences)

emerged in the analysis as follows.

TeachersTeachers’ personalities, commitments, competence, teaching methods. (N=30)

Inadequate school facilitiesInadequate school facilities (very big group, not the right level or frequent change of teachers). (N=11)

Reduced self-confidenceReduced self-confidence due to their experience of failure or success. (N=11)

Negative attitude toward the foreign language studied. (N=9) Compulsory nature of the foreign language study. (N=4) Interference of another foreign language that pupils are

studying. (N=3) Negative attitude toward the community of the foreign

language spoken. (N=3) Attitudes of group members. (N=2) Course books used in class. (N=2)

Studies conducted in JapanStudies conducted in Japan

Ikeno (2003) : 65 national university students Arai(2004, 2006) : 33 (Open-response) and 112

(Closed-response) university students (mainly English major)

Falout and Maruyama (2004) : 164 college students (majors Electronics and Computer Science, and Civil Engineering)

Hasegawa (2004) :125 junior high school students in Fukushima, and 98 senior high school students in Kanagawa

Tsuchiya (2006a, b) : 204 (Engineering major) and 163 (English or international relations major) university students.

Studies conducted in JapanStudies conducted in Japan

Kojima (2004) : 2198 high school students using two different surveys

Kikuchi (2009) : 47 university students (open-response) and 5 university students (interviews)

Kikuchi and Sakai (2009) : 112 university students (majoring English, international relations, and management)

Sakai and Kikuchi (2009) :676 senior high school students

Something unique about Japanese Something unique about Japanese context.context.

Lack of listening skills and a lot of homework (Kojima, 2004).

Lack of positive English speaking model, ways of learning (Tsuchiya, 2006a, 2006b).

Grammar translation method, memorization nature of class/Vocabulary related issue (Kikuchi, 2006)

Common methods usedOpen-response QuestionnaireClosed-response Questionnaire Interviews

Previous Studies

Kikuchi (2009) 47 university students open-ended questionnaires reflection on high school days

Kikuchi and Sakai (2009) 112 university students a 35-item questionnaire with a 5-point scale

Sakai and Kikuchi (2009) 676 high school students a 35-item questionnaire with a 5-point scale

Six possible demotivators Teachers: Teachers’ attitude, teaching competence, language proficiency,

personality, and teaching style Characteristics of classes: Course contents and pace, focus on difficult

grammar or vocabulary, monotonous and boring lessons, a focus on university entrance exams and the memorization of the language

Experiences of failure: Disappointment due to test scores, lack of acceptance by teachers and others, and feeling unable to memorize vocabulary and idioms.

Class environment: Attitude of classmates, compulsory nature of English study, friends’ attitudes, inactive classes, inappropriate level of the lessons, and inadequate use of school facilities such as not using audio-visual materials

Class materials: Not suitable or uninteresting materials (e.g., too many reference books and/or handouts)

Lack of interest: Sense of English used at schools is not practical and not necessary. Little admiration toward English speaking people

The student motivation wheel (Martin, 2003)

Some answers from students: What Some answers from students: What motivatedmotivated them? them? (from Kikuchi and Sakai, in preparation)(from Kikuchi and Sakai, in preparation)

Out of 476 input from high school students, we found

Test result (N= 103; 21% )Experience with English-speaking people

(N= 66; 13% )Teachers (N= 32; 7% )Finding future goals (N= 28; 6% )Solved difficult questions (N= 25; 5% )

Some answers from students: What Some answers from students: What demotivateddemotivated them? them? (from Kikuchi and Sakai, in-(from Kikuchi and Sakai, in-

preparation)preparation)Out of 549 input from high school students, we foundStudying about grammar (N= 51; 9% )Test score (N= 50; 9% )Vocabulary (N= 35; 6% )Test related (e.g., Many quizzes) (N= 29; 5% )Memorization related (e.g., Cannot memorize) (N= 28; 5% )Homework related (e.g., Many assignments) (N= 25; 5% )Teacher explanation (N= 24; 5% )Teaching style (e.g., the way they teach) (N= 21; 4% )Amount of materials to study (N= 21; 4% )Nothing particularly (N= 16; 3% )

Some answers from students: What Some answers from students: What demotivateddemotivated them? them? (from Kikuchi and Sakai, in-preparation)(from Kikuchi and Sakai, in-preparation)

When I couldn't get good results because I couldn't memorize vocabulary easily.

When I can't get a good score on tests. I start to feel that I'm not talented.

The experience that I didn't understand English sentences.

I started to have a hard time in English study once I got into high school. I felt a big change from lessons focusing on communicating in English in junior high schools to lessons focusing on grammar in senior high schools, which was boring.

-When I feel tired. When my room is dirty.

Some answers from students: What Some answers from students: What demotivateddemotivated them? them? (from Kikuchi and Sakai, in-preparation)(from Kikuchi and Sakai, in-preparation)

When there were many assignments, the teacher was too scary.

I started not to care about learning because there was a lot to memorize (vocabulary, idioms, sentences) for mid-term/final exams.

I became demotivated when the teacher's pronunciation was very much like reading katakana.

Since the teacher was just keeping up the pace of the lesson by himself.

Teacher's lack of motivation toward teaching classes.

Perspectives from motivational strategies (Dörnyei, 2001)

Show students that you accept and care about them.

Pay attention and listen to each of them. Vary the learning tasks and other aspects

of your teaching as much as you can. Explain the purpose and utility of a task.

Q & A and discussion

What can teachers do to affect students’ motivation in a good way?

I hope you can have an interesting discussion today!

For your future inquires, please send them to: [email protected]

Thank you!!

Key References

Arai, K. (2004). What ‘demotivates’ language learners?: Qualitative study on demotivational factors and learners' reactions. Bulletin of Toyo Gakuen University, 12, 39-47.

Arai, K. (2005, October). Why do students lose their motivation? Paper presented at the 2005 JALT Conference, Shizuoka, Japan.

Arai, K. (2006, November). Do teachers really know what demotivate students? Paper presented at the 2006 JALT Conference, Kokura, Japan.

Dörnyei, Z. (2001). Teaching and researching motivation. Harlow: Longman.

Falout, J., & Maruyama, M. (2004). A comparative study of proficiency and learner demotivation. The Language Teacher, 28, 3-9.

Hasegawa, A. (2004). Student demotivation in the foreign language classroom. Takushoku Language Studies, 107,119-136.

Ikeno, O. (2003). Motivating and demotivating factors in foreign language learning: A preliminary investigation. Ehime University Journal of English Education Research, 2, 1-19.

Key References Kikuchi, K. (2009). Student demotivation in Japanese high school

English classrooms: Exploring with qualitative research methods. Language Teaching Research, 13(4), pp.453-471

Kikuchi, K., & Sakai, H. (2009). Japanese learners' demotivation to study English: A survey study? JALT Journal, 31 (2), pp.183-204.

Martin, A. J. (2003). How to motivate your child for school and beyond. Sydney: Bantam.

Sakai, H., & Kikuchi, K. (2009). An analysis of demotivators in the EFL Classroom. System 37(1), pp. 57-69.

Sawyer, M. (2006). Motivation & identity in flux: 8 years of EFL. Paper presented at the JALT 2006 Conference, Kitakyushu, Japan.

Tsuchiya, M. (2006a). Factors in demotivation of lower proficiency English learners at college. The Kyushu Academic Society of English Language Education (KASELE), 34, 87-96.

Tsuchiya, M. (2006b). Profiling of lower achievement English learners at college in terms of demotivating factors. Annual Review of English Language Education in Japan (ARELE), 17, 171-180.

The intersection of motivation and

cultural identity

CUE 2011 Conference

Panel discussion 1 (Sat July 2)

Education

Transcript of Panel discussion 1 (Sat July 2)