Share some personal learning experiences related to interlanguage, intrinsic motivation, and extrinsic motivation.
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Learning about the principles of language learning has been quite comforting to me in my efforts in my L2, Spanish. Previously in my classes I was motivated mainly by what I consider negative extrinsic sources: grades and the approval of the teacher/other students. I either had to be exactly correct, or I my answers were fully wrong. I was afraid to take risks because my grade could reflect the cost of these risks, even if they increased my overall learning.
ReplyDeleteDiscovering that interlanguage is a normal process for language learners gave me confidence and helped me no longer hold myself to such a standard of perfection. More often than ever I have been having chances to communicate with native speakers, and the feeling of successfully communicating boosts my intrinsic motivation more than a test grade ever could!
--Elizabeth Vose
I was extrinsically motivated to learn my L2, Spanish, in order to better help my ESL students learn English. I had not been in 'school' myself for many years. Of course, taking Spanish did help my teaching (I was in the same shoes as my students, and I did not 'know' in Spanish what they did not 'know' in English and could certainly empathize with them about what worked and didn't work for me in learning another language), but the biggest surprise of all to me was the fact that I was much more intrinsically motivated to learn than i had actually realized. When I had some initial success with Spanish, I got really excited about the possibility that I might become fluent someday and that motivated me to work harder and attain more than anything else could have. It was really fun for me to 'listen in' on some of the conversations my students had outside of class and realize that I could understand a good bit of what was being said (I am not sure that they appreciated as much as I did!). It was great for me to learn about the principle of interlanguage, because it helped to explain not only the errors that my students were making, but my own errors in my L2 as well. I am not as frustrated with my learning now, and I am also not as frustrated with some of my teaching, as it is disheartening to spend a lot of time on a concept only to have your students 'regress' after you think you have made good progress.
ReplyDeleteFortunately, my older brother has been a great fan of American movies since he was8 years old thus, me and my other siblings grew up watching whatever he watched till we loved movies, as well. We picked up the sense of language before being thrown in the language classes at school. Had not being introduced to the language earlier, we would not survive language classes in our public schools. They were all about passing or failing. Even when a teacher discovers that I had a passion for the language itself, she would start playing favorites instead of motivating the rest of the class and pushing me toward creativity. Gradual acquisition or interlanguage teaching principle was absent from all my school classes. This is why my classmates were divided to three groups; those who were self-motivated mostly because they were introduced to language in early age. The other group is those who give up on trying to learn language and found some excuses to consider language as a useless subject that they had to pass. The last group, were average students who studied hard to get good grades in language because they would need it to get a job, but they were not interested in language itself. I do not blame the teachers, but the whole education system that employ the teachers to use one unified curriculum that does not encourage CLT or any interactive teaching methodology.
ReplyDeleteI started learning French in middle school. At first, I was only extrinsically motivated (needed a language credit, needed a good grade), but then when I started understanding bits and pieces of things, I got a bit more interested. My teacher was pretty good, he made the class period as if you're somewhere else, a different person, with a different group. We all started trying to speak French outside of the class, thinking that no one else would understand us! (this was in middle school) Soon enough, I was able to understand pieces of songs that I liked, read a little, just basic things that I never knew I was capable of. That motivated me a lot, it made me believe that yes, I can learn another language, and no, it was not a waste of time, it was actually pretty useful! So, I think just getting into the mindset of wanting to learn a new language is the most difficult (if you are not interested at all), but then after that, it becomes easier to be intrinsically motivated, especially if you can relate the results of your learning to something that you find useful or interesting.
ReplyDeleteI’ve learned English since elementary school. At that time, Chinese and Math are the main courses we need to pay attention to, and learning English only aims to cultivate our interests in studying a foreign language. So I was just extrinsically motivated by the test scores. During Middle school, my English teacher let me be her English class representative; I was greatly motivated by being on this position and getting the approval of my classmates as well as my teacher. I studied hard because I didn’t want them to lose expectations on me. The rewards I achieved encouraged me in turn. I found I became to love learning English not as a necessary school curriculum or a useless course but as a very interesting experience and a thing that made me confident. I set goals for myself and tried my best to accomplish them and had a habit to learn English everyday, even thinking about learning English as a major in college. At that time I was intrinsically motivated by my interests and dreams and knew that interest is the best teacher.
ReplyDeleteMotivation is a very important element especially in second or foreign language learning, and I have also been affected by both extrinsic and intrinsic motivation. When I first started learning L2, English, I was happy whenever I was applauded by my parents and teachers and I did not want to receive any punishment and be scolded because of low grade. This kind of extrinsic motivation was the motive power of learning L2. However, when I entered university, I found the reason why I wanted to learn English as L2, and how I would continue learning in the future. Then I was totally motivated intrinsically. At that time I found the pleasure of learning L2 inside me by myself.
ReplyDeleteLike my example, most adults L2 learners are already motivated internally. Somebody wants to learn L2 for traveling in foreign countries, somebody wants to immigrate to a foreign country, and somebody wants to find a job in international company. On the contrary, L2 could be just one of the subjects in school for young children. They should learn foreign languages without their willingness, and sometimes their parents push them to study foreign language. Therefore, as an ESL/EFL teacher we should think about how teachers can motivate young L2 learners extrinsically and intrinsically. Because intrinsic motivation comes from pleasure of learning itself or other triggers from inside of learners, the effectiveness and duration are bigger and longer than extrinsic motivation. However, it is also more difficult that learners are motivated intrinsically, and sometimes extrinsic motivation is easy to draw out young learners’ prompt reactions. Thus, teachers should be able to control both extrinsic and intrinsic motivation strategically.
Honestly, I fall in and out of being intrinsically and extrinsically motivated. Sometimes, I’m gratified at the process of learning alone. But sure enough, times passes, I deem myself as not learning fast enough and revert back to thinking about my extrinsic motivators. To be honest, don’t I begin thinking extrinsically the closer an exam approaches. I start feeling that way nearing the finish line of anything. On page 95, Brown suggests “allowing some student input” and assigning “tests that are face-valid in the eyes of the student.” That could definitely reduce some anxieties, but I still believe that I, as a student, would still feel the pressure to make good grades as being my chief motivator at that time.
ReplyDeleteI really (sadly) enjoyed reading about the intrinsic vs extrinsic motivation because I could relate to it. One semester, when I decided to switch my major three weeks into class, I dropped several music classes and replaced them with Chinese. I did not need Chinese for any academic reason: I doesn't apply to any major I've considered and I'd fulfilled my language requirement. I was just taking it because I'd been to China that summer and wanted to be able to communicate if I ever go back. I promised myself not to care about my grade in that class, as long as I was passing. After a few weeks of struggling to catch up, I began to really enjoy it. It was hard, but it was still my favorite class. I practiced in my free time because I liked trying to talk and write in Chinese, and I never stayed up late studying for tests the next morning. Chinese was my highest grade that semester and I think it was because I was not studying to avoid a bad grade, but because I enjoyed it and wanted to communicate in Chinese. Having the labels now to explain why that class went so much better than expected is nice. :)
ReplyDeleteKailey Watson
I’ve am experiencing interlanguage learning stages now as I learn Mandarin. I experience it as I apply English grammar structures to Mandarin phrases, my English tones and accents to Mandarin tones and accents, English pronunciation to Mandarin words. For example, if I want to say “What does “fei ji” mean?” in Chinese, I should say, ““Fei ji” shi shema isa?” which in English is literally “Fei ji” is what meaning? but I will likely mix up the word order to reflect the question order of English instead of Chinese: “Shema shi “Fei ji” isa?”
ReplyDeleteMy advantage in learning Chinese is I have strong intrinsic motivation. I want to learn Chinese because Chinese is my race and cultural heritage. However, I will have stronger extrinsic motivation when I go to China because I will need Chinese to order food, buy food, and read the menu!
From a teacher’s perspective, I shy away from giving material rewards such as stickers or prizes (though I will give verbal praise and encouragement) because I want my students to be motivated intrinsically to learn. However, I think I could make my classes more fun and exciting by following what Elizabeth’s teacher does, planning and promising a surprise at the end of class as a reward. Even if students are strongly motivated on their own to learn, everyone likes having something fun to look forward to after a class of hard work!
I have noticed issues when I speak German quickly I will apply English rules to the sentences structures. I have no idea if this relates to interlanguage or not, but here is the kicker I am considered to be a Native English speaker but my L1 is German. I speak English more than I do German and so I will apply English rules to German but not German rules to English.
ReplyDeleteI have experienced intrinsic motivation in a classroom setting. Its more of wanting to do better for myself, and usually being the only person in the room who doesn't speak the language or know the subject. I will work harder or even mentally compete with my classmates to do better. But like most extrinsic motivation in a classroom is usually a big push for me. I want that A. I want to know that somewhere I was ranked because of my knowledge and I did well within the confines of the teaching.
In my volunteer teaching I noticed that the students what I initially thought was intrinsically motivated to be there but they have extrinsic motivations such as getting a better job or properly communicating with people like doctors or bosses. Yet they come to class and learn the material that is being taught and all I can supply as motivation is positive energy and positive feedback. So then is my feedback an intrinsic motivation?
Stefani Goode
For me, I was not motivated in anyway when first taking Spanish in high school. I only took it because I had to take it to graduate. After finishing my first year of Spanish I began working in a Chinese restaurant where the entire staff is Mexican. I then began to realize how important it was to know this language because I was suddenly immersed in it! I began wanting to relate to them and connect with them. So I was very instrinsically motivated. After falling in love with the language and culture, I then became extrensically motivated by realizing the practicality of knowing Spanish in our world today. I would say that I have an equal amount of intrinisic and extrinsic motivation in me at this time but I think that it is something that changes with every stage of life.
ReplyDelete