11

Cohen & Nyikos PSU/PPS Institute:Cohen & Nyikos PSU/PPS Institute:“Improving L2 Learning” “Improving L2 Learning”

June 28, 2006June 28, 2006

TheThe Intersection ofIntersection of Styles, Strategies, and Styles, Strategies, and Motivation on a Given Task in the Learning of Motivation on a Given Task in the Learning of

a Second or Foreign Languagea Second or Foreign Language

by Co-Presenter, Andrew D. Cohenby Co-Presenter, Andrew D. Cohen

adcohen@umn.eduadcohen@umn.edu

22

An insight from learner strategy research, efforts at An insight from learner strategy research, efforts at learner training, and institutes for language learner training, and institutes for language teachers on styles- and strategies-based teachers on styles- and strategies-based instruction:instruction:

Learners and teachers alike get a better Learners and teachers alike get a better grasp of the concepts and their grasp of the concepts and their interrelationship when interrelationship when learning style learning style preferencepreference, , language learner strategieslanguage learner strategies, and , and motivationmotivation are linked to performance on are linked to performance on specific language tasksspecific language tasks..

33

Learning Style Preferences Learning Style Preferences & Language Learner & Language Learner StrategiesStrategies

These two components of the These two components of the intersection have already been intersection have already been presented so just a quick review…presented so just a quick review…

44

Learning Style Learning Style PreferencesPreferences

The learners’ typical The learners’ typical preferences for approaching preferences for approaching learning. learning.

While style preferences are While style preferences are relatively stable, style-relatively stable, style-stretching is possible.stretching is possible.

55

Summary of Summary of StyleStyle Preferences PreferencesSensory Style Preferences:Sensory Style Preferences:visual visual auditory auditory hands on hands on Cognitive Style Preferences:Cognitive Style Preferences:abstract-intuitive abstract-intuitive concrete-sequential concrete-sequentialglobal global particular particular synthesizing synthesizing analytic analyticfield-dependent field-dependent field-independent field-independentPersonality-Related Style Preferences:Personality-Related Style Preferences:extrovertedextroverted introverted introvertedreflective reflective impulsive impulsiveopen open closure-oriented closure-oriented

66

Language Learner Language Learner StrategiesStrategies

Learners’ conscious and Learners’ conscious and semi-conscious thoughts semi-conscious thoughts and and behaviorsbehaviors,, having the having the explicit goal of improving the explicit goal of improving the knowledge and knowledge and understanding of the second understanding of the second language, as well as language, as well as strategies for using the strategies for using the language that has been language that has been learned or for getting around learned or for getting around gaps in language gaps in language proficiency. proficiency.

77

Learner’s Strategies for Learner’s Strategies for Dealing with TasksDealing with Tasks

By goalBy goal: Language learning or : Language learning or language use strategies. language use strategies.

By functionBy function: Metacognitive, : Metacognitive, cognitive, affective, or social cognitive, affective, or social strategies.strategies.

By skillBy skill: listening, speaking, : listening, speaking, reading, writing, vocabulary, or reading, writing, vocabulary, or translation strategies.translation strategies.

88

Task CharacteristicsTask Characteristics

authentic authentic inauthenticinauthentic relevantrelevant irrelevantirrelevant important important unimportantunimportant motivating motivating not motivatingnot motivating appropriate appropriate not appropriatenot appropriate

level levellevel level usefuluseful not usefulnot useful

(contd.)(contd.)

99

clear task clear task unclear taskunclear task familiar familiar unfamiliarunfamiliar easy language easy language difficult languagedifficult language teacher-initiated teacher-initiated student-initiatedstudent-initiated concrete concrete abstractabstract open task open task closed taskclosed task independent independent cooperativecooperative timed timed freefree

Based largely on Skehan, P. (1998). Task-based instruction. Based largely on Skehan, P. (1998). Task-based instruction. Annual Review of Applied LinguisticsAnnual Review of Applied Linguistics, , 1818, 268-286., 268-286.

1010

Process-Oriented Approach to Process-Oriented Approach to Learner’s MotivationLearner’s Motivation

At the At the language levellanguage level -- -- What values and attitudes What values and attitudes are attached to this are attached to this language by the learners? language by the learners?

1111

At the At the learner levellearner level – What – What personality traits do the personality traits do the learners exhibit? For learners exhibit? For example:example:

Confidence in their Confidence in their language ability?language ability?

A need for achievement in A need for achievement in language learning?language learning?

1212

At the At the learning situation levellearning situation level -- How -- How interesting, relevant, and satisfying is the interesting, relevant, and satisfying is the particular language course for the particular language course for the student? student?

Is the course instructor more Is the course instructor more authoritarian or more laissez-faire? authoritarian or more laissez-faire?

How cohesive or competitive are the How cohesive or competitive are the students? students?

Based on Dörnyei, Z. (2001). Based on Dörnyei, Z. (2001). Motivational Motivational

strategies in the language classroomstrategies in the language classroom. . Cambridge: Cambridge University PressCambridge: Cambridge University Press

1313

Taking My Motivational Temperature on a Taking My Motivational Temperature on a Language Task Language Task constructed by Andrew D. constructed by Andrew D. Cohen & Zoltán Dörnyei, 2001. Downloadable Cohen & Zoltán Dörnyei, 2001. Downloadable from: from: http://www.carla.umn.edu/about/profiles/Cohenhttp://www.carla.umn.edu/about/profiles/CohenPapers/Motivational_Temp.docPapers/Motivational_Temp.doc

Learners take stock as to the motivational Learners take stock as to the motivational baggage they bring to the language learning baggage they bring to the language learning task at hand and then consider their level of task at hand and then consider their level of motivation as they proceed to do the task, motivation as they proceed to do the task, while they are doing it, and after they have while they are doing it, and after they have finished doing it.finished doing it.

1414

The Intersection of Styles, The Intersection of Styles, Strategies, & Motivation on the Strategies, & Motivation on the “Avid Sports Fans” Task“Avid Sports Fans” Task

A mini-lecture in class or reading of “Avid A mini-lecture in class or reading of “Avid Sports Fans” – an article of potential Sports Fans” – an article of potential interest to sports fans and non-sports fans interest to sports fans and non-sports fans alike. alike.

1515

ActivityActivity In this activity you will have a first-hand In this activity you will have a first-hand

experience of your own style preferences, experience of your own style preferences, strategy choices, and motivational level on strategy choices, and motivational level on a task.a task.

You will be exposed to a text about “Avid You will be exposed to a text about “Avid Sports Fans” either by listening to the Sports Fans” either by listening to the points read to you or by reading them points read to you or by reading them yourself.yourself.

Then you will prepare and practice Then you will prepare and practice presenting the material to a partner, ideally presenting the material to a partner, ideally in a language other than your dominant in a language other than your dominant one. one.

1616

Intersection of Styles, Intersection of Styles, Strategies, and Motivation Strategies, and Motivation on Taskon Task

So let’s take a look at how these three So let’s take a look at how these three factors might intersect on this task that factors might intersect on this task that you just did…you just did…

1717

More More extrovertedextroverted and and auditory auditory learners learners may prefer to listen to the mini-lecture and may prefer to listen to the mini-lecture and also, if motivation is high, to engage the also, if motivation is high, to engage the instructor or peers in conversation about instructor or peers in conversation about the topic after the talk in order to make the topic after the talk in order to make use of certain vocabulary about sports use of certain vocabulary about sports fans as a means of learning the fans as a means of learning the vocabulary. vocabulary.

When certain words are not clear to them, When certain words are not clear to them, they may use the strategy of repeatedly they may use the strategy of repeatedly questioning the teacher until the form, questioning the teacher until the form, meaning, and possible functions of the meaning, and possible functions of the words in context have become clear. words in context have become clear.

1818

If these extroverted learners are also If these extroverted learners are also hands-on and visual in their style hands-on and visual in their style preference, they may, for example, wish to preference, they may, for example, wish to write the words written down on flash write the words written down on flash cards after class and then find native cards after class and then find native speakers who are willing to go over each speakers who are willing to go over each flash card entry, checking for accuracy, flash card entry, checking for accuracy, and then using each word in a meaningful and then using each word in a meaningful utterance, perhaps grouping several utterance, perhaps grouping several vocabulary items together in the same vocabulary items together in the same utterance. utterance.

1919

Learners who are both more Learners who are both more introvertedintroverted and also prefer the and also prefer the auditoryauditory (as opposed (as opposed to the to the visualvisual and and hands-onhands-on) approaches to ) approaches to learning new vocabulary words and learning new vocabulary words and phrases may be motivated to choose phrases may be motivated to choose strategies associated with tape-recording strategies associated with tape-recording the class presentation and playing it back the class presentation and playing it back several times out of class until they have several times out of class until they have understood the new vocabulary (e.g., “die-understood the new vocabulary (e.g., “die-hard fan,” “ardent,” “avid,” “obsession,” hard fan,” “ardent,” “avid,” “obsession,” “basking in a team’s glory,” and “basking in a team’s glory,” and “catharsis”). “catharsis”).

2020

Visual Visual learners may wish to obtain and study a learners may wish to obtain and study a written version of the lecture (in this case, the written version of the lecture (in this case, the original newspaper article), and read it rather original newspaper article), and read it rather than listening to a lecture on it – but only if the than listening to a lecture on it – but only if the task motivates them to do so!task motivates them to do so!

For them, it may be most effective to study the For them, it may be most effective to study the written text by reading through it a few times, written text by reading through it a few times, taking written notes. taking written notes.

They may also choose to discuss it with other They may also choose to discuss it with other students who likewise prefer reading it – again, students who likewise prefer reading it – again, depending on how motivated they are.depending on how motivated they are.

2121

Concluding RemarksConcluding Remarks

This sports fans example illustrates how This sports fans example illustrates how a single task can be tackled in various a single task can be tackled in various ways, using differing language strategies, ways, using differing language strategies, depending on the style preferences, and depending on the style preferences, and catering to motivational factors at the catering to motivational factors at the same time. same time.

We also see that both the teacher and We also see that both the teacher and the learners can be involved in sustaining the learners can be involved in sustaining motivation.motivation.