ENB121 Lecture Notes - Lecture 2: Prentice Hall, Richard Ellis (Biologist), Project-Based Learning
This study is an attempt to explore the nature of L2 teachers’ motivation towards
English language learning and their decision to become English teachers. A total of
45 third-year prospective Primary school English teachers at the University of the
Balearic Islands completed a small-scale survey adapted from Gardner's
Attitude/Motivation Test Battery (AMBT) in order to investigate their main type of
motivation (integrative or instrumental) (Gardner, 1985). Results show that
participants are clearly integratively motivated towards English language learning.
However, in line with Dornyei's ‘L2 motivational self-system’ theory (2009), results
suggest a no longer clear-cut separation between integrative and instrumental
motivation.
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Keywords
Career motivation
Instrumental and Integrative motivation
Primary school English teachers
Teacher training
L2 contexts.
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References
Brown, 2000
Brown, H. (2000). Principles of language learning and teaching. New Jersey: Prentice Hall.
Cheng, 2007
Cheng, H. & Dornyei (2007). The Use of motivational strategies in language instruction: the case of
EFL teaching in Taiwan. Innovation in language learning and teaching, vol 1 (1), 153-174.
Gardner, 1983
Gardner, R.C. (1983). Learning another language: a true social psychological experiment. Journal of
Language and Social Psychology, 2, 219-240.
Gardner, 1985
Gardner, R.C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and
Motivation. London: Edward Arnold.
Gardner, 2006
Gardner, R.C. (2006). The socio-educational model of second language acquisition: a research
paradigm. EUROSLA Yearbook, 6, 237-260.
Gardner and Lambert, 1972
Gardner, R.C. and Lambert, W. (1972). Attitudes and Motivations in second Language Learning.
Rowley, Massachusetts: Newbury House.
Dornyei, 2001
Dornyei, Z. (2001). Teaching and Researching Motivation. New York: Longman.
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Document Summary
This study is an attempt to explore the nature of l2 teachers" motivation towards. English language learning and their decision to become english teachers. 45 third-year prospective primary school english teachers at the university of the. Balearic islands completed a small-scale survey adapted from gardner"s. Attitude/motivation test battery (ambt) in order to investigate their main type of motivation (integrative or instrumental) (gardner, 1985). Results show that participants are clearly integratively motivated towards english language learning. However, in line with dornyei"s l2 motivational self-system" theory (2009), results suggest a no longer clear-cut separation between integrative and instrumental motivation: previous article, next article. The use of motivational strategies in language instruction: the case of. Innovation in language learning and teaching, vol 1 (1), 153-174. Learning another language: a true social psychological experiment. Social psychology and second language learning: the role of attitudes and. The socio-educational model of second language acquisition: a research paradigm. Language identity and the l2 self, z. (pp.
