Intersection of Styles, Strategies, and Motivation in L2 Learning

1. Cohen & Nyikos PSU/PPS Institute:“Improving L2 Learning” June 28, 2006 TheIntersection ofStyles, Strategies, and Motivation on a Given Task in the Learning of a Second or Foreign Language by Co-Presenter, Andrew D. Cohen adcohen@umn.edu

2. An insight from learner strategy research, efforts at learner training, and institutes for language teachers on styles- and strategies-based instruction: Learners and teachers alike get a better grasp of the concepts and their interrelationship when learning style preference, language learner strategies, and motivation are linked to performance on specific language tasks.

3. Learning Style Preferences & Language Learner Strategies These two components of the intersection have already been presented so just a quick review…

4. Learning Style Preferences • The learners’ typical preferences for approaching learning. • While style preferences are relatively stable, style-stretching is possible.

5. Summary of Style Preferences Sensory Style Preferences: visual  auditory  hands on Cognitive Style Preferences: abstract-intuitive  concrete-sequential global  particular synthesizing  analytic field-dependent  field-independent Personality-Related Style Preferences: extroverted  introverted reflective  impulsive open  closure-oriented

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

7. Learner’s Strategies for Dealing with Tasks • By goal: Language learning or language use strategies. • By function: Metacognitive, cognitive, affective, or social strategies. • By skill: listening, speaking, reading, writing, vocabulary, or translation strategies.

8. Task Characteristics • authentic  inauthentic • relevant  irrelevant • important  unimportant • motivating  not motivating • appropriate  not appropriate level level • useful  not useful (contd.)

9. clear task  unclear task • familiar  unfamiliar • easy language  difficult language • teacher-initiated  student-initiated • concrete  abstract • open task  closed task • independent  cooperative • timed  free Based largely on Skehan, P. (1998). Task-based instruction. Annual Review of Applied Linguistics, 18, 268-286.

10. Process-Oriented Approach to Learner’s Motivation • At the language level -- What values and attitudes are attached to this language by the learners?

11. At the learner level– What personality traits do the learners exhibit? For example: • Confidence in their language ability? • A need for achievement in language learning?

12. At the learning situation level -- How interesting, relevant, and satisfying is the particular language course for the student? • Is the course instructor more authoritarian or more laissez-faire? • How cohesive or competitive are the students? Based on Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press

13. Taking My Motivational Temperature on a Language Task constructed by Andrew D. Cohen & Zoltán Dörnyei, 2001. Downloadable from: http://www.carla.umn.edu/about/profiles/CohenPapers/Motivational_Temp.doc Learners take stock as to the motivational baggage they bring to the language learning task at hand and then consider their level of motivation as they proceed to do the task, while they are doing it, and after they have finished doing it.

14. The Intersection of Styles, Strategies, & Motivation on the “Avid Sports Fans” Task • A mini-lecture in class or reading of “Avid Sports Fans” – an article of potential interest to sports fans and non-sports fans alike.

15. Activity • In this activity you will have a first-hand experience of your own style preferences, strategy choices, and motivational level on a task. • You will be exposed to a text about “Avid Sports Fans” either by listening to the points read to you or by reading them yourself. • Then you will prepare and practice presenting the material to a partner, ideally in a language other than your dominant one.

16. Intersection of Styles, Strategies, and Motivation on Task • So let’s take a look at how these three factors might intersect on this task that you just did…

17. More extroverted and auditory learners may prefer to listen to the mini-lecture and also, if motivation is high, to engage the instructor or peers in conversation about the topic after the talk in order to make use of certain vocabulary about sports fans as a means of learning the vocabulary. • When certain words are not clear to them, they may use the strategy of repeatedly questioning the teacher until the form, meaning, and possible functions of the words in context have become clear.

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

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

20. Visual learners may wish to obtain and study a written version of the lecture (in this case, the original newspaper article), and read it rather than listening to a lecture on it – but only if the task motivates them to do so! • For them, it may be most effective to study the written text by reading through it a few times, taking written notes. • They may also choose to discuss it with other students who likewise prefer reading it – again, depending on how motivated they are.

21. Concluding Remarks • This sports fans example illustrates how a single task can be tackled in various ways, using differing language strategies, depending on the style preferences, and catering to motivational factors at the same time. • We also see that both the teacher and the learners can be involved in sustaining motivation.