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and, just found a hard copy of this - not sure how useful, but it does have motivation in its title; http:[log in to unmask] Power, Literacy and Motivation *by Greg Hart* On Mon, Dec 21, 2015 at 7:06 AM, Diana Tremayne <[log in to unmask]> wrote: > This paper might be worth looking at too - although not specifically ESOL: > http://www.teachingenglish.org.uk/sites/teacheng/files/C683%20Identity%20in%20foreign%20language%2 > > It looks at identity but this clearly links with motivation. One of the > authors - Florentina Taylor - has done a lot of research in both areas and > did a workshop at one of our Yorkshire and Humberside NATECLA events > earlier this year. > > Best wishes > > Diana Tremayne > Advanced Learning Practitioner / ESOL E2 Course Leader > Tel: 01422 357357 ext 9403 > > > Calderdale College Francis Street Halifax HX1 3UZ > 01422 357357 email:[log in to unmask] <http://www.calderdale.ac.uk/> > www.calderdale.ac.uk > > > -----Original Message----- > From: ESOL-Research discussion forum and message board on behalf of > Philida Schellekens > Sent: Fri 12/18/2015 17:57 > To: [log in to unmask] > Subject: Re: Motivation in ESOL learners? > > Hi Jo > I thought that I would add to James' piece below a research study that I > did in 2001, so not recent. I asked my sample of 180 learners why they > wanted to learn English and came up with some interesting findings in > section 4, esp 4.10. The link is below > > http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/4RP21098.pdf > > I hope it is useful! > > Regards - Philida > > -----Original Message----- > From: ESOL-Research discussion forum and message board [ > mailto:[log in to unmask] <[log in to unmask]>] On > Behalf Of James Simpson > Sent: 18 December 2015 14:36 > To: [log in to unmask] > Subject: Re: Motivation in ESOL learners? > > Hello Jo, all > > A big question. An enormous amount has been written about adult language > learners' motivation though, much of it relevant to ESOL. Your student > probably needs to go beyond work done in the specific ESOL/Language > learning in migration contexts for this. Some classic work (e.g. Norton > 2000, 2013) was carried out in recognisably ESOL contexts. > > My PhD student Khawla Badwan, who passed her viva today (well done > Khawla), wrote about motivation in her thesis. Because I've been looking at > this recently, I'll take the opportunity here to pull out some of her > points with ref to particular researchers whose work might be relevant. > Everything below is summarised from Khawla's PhD thesis (Negotiating rates > of exchange: Arab academic sojourners' sociolinguistic trajectories in the > UK). > > . Norton (2013 p.323) explains, the imagined community is 'a desired > community that offers possibilities for an enhanced range of identity > options in the future'. However, moving from the classroom community to the > 'target language community' (Norton, 2013) gives rise to social inequality > and power issues. > > . Dörnyei (2005, 2009, 2010) introduces the move from the > integrative/instrumental dichotomy to a more recent conceptualisation of > motivation which regards motivation as being part of learners' self > systems, closely associated with learners' ideal L2 self. > > . The 'L2 Motivational Self System' encompasses three components: > the Ideal L2 self (a person's idealised L2 self), Ought-to L2 Self > (attributes one should have to meet expectation and avoid negative > consequences), and L2 learning experience (situated motives in the learning > environment) (Dörnyei 2005, 2010). > > . In her study of dialogic approaches to learner motivation, Harvey > (2014) draws on the work of Mikhail Bakhtin to define language learner > motivation as 'ideological becoming, a process of learning to be in the > world' (p. 291). The study emphasises the importance of allowing learners > to 'speak as themselves' (Ushioda 2011, p. 21) so that their identities and > motivation are engaged and allowed to develop. > > . Evidently, part of learners' engagement with the others involves > direct and indirect confrontations with power relations and structural > inequalities, and the way learners interact with and respond to these > issues varies. Some will continue to aspire towards the L2 community and > others can take a range of different stands that may resist assimilation to > the target community without giving up on the aspiration of learning > English, or studying abroad to obtain a skill or a degree that may help > them climb the socioeconomic ladder, in pursuit of what Lamb (2013) calls > 'a fantasy of future happiness' (p. 20) which is seen by Kubota (2011) and > Kariya (2010) as imagined mobility. > > . We are reminded by Ferrari's (2013) 'Fiume (River) Model' that > adult motivation has various motivational sources and/or tributaries, and > there will be times when the motivational flow is interrupted by rocks, > driftwoods, and other obstacles. In essence, these challenges do affect how > learners engage with and perceive the target language and its community. > This gives rise to understanding learner motivation as socially-constructed > through dialogue and interaction with the outside world (Harvey 2014; > Ushioda, 2009, 2011). > > . In addition to learner motivation, desire is a core drive towards > what individuals want to achieve in their lives. Underlying learning and > travel experiences are desires to self-fulfilment. Motha and Lin (2014) > indicate that desire has attracted research attention in the areas of > cultural studies, postcolonial studies, feminist studies, philosophy and > psychoanalysis, but has been largely undertheorised in TESOL. > > References: > Dörnyei, Z. (2005) The Psychology of the Language Learner. Marwah NJ: > Erlbaum Dörnyei, Z. (2009) The L2 motivational self system. In Z. Dörnyei > and E Ushioda (eds) Motivation, Language Identity and the L2 Self Dörnyei, > Z. (2010) Researching Motivation. In S. Hunston and D Oakey (eds) > introducing Applied Linguistics: Concepts and skills. London: Routledge. > Ferrari, L. (2013) The motivation of adult foreign language learners on an > Italian beginners course. PhD Thesis, University of York. > Harvey, L. (2014) Language Learning Motivation as Ideological Becoming. > PhD Thesis, University of Manchester. > Kariya, T. (2010) From credential society to "learning capital" society: A > rearticulation of class formation in Japanese education and society. In H. > Ishida and D Slater (eds) Social class in contemporary Japan. Routledge. > Kubota, R. (2011) Questioning linguistic instrumentalism: English, > neoliberalism and language tests in Japan. Linguistics and Education 22/3, > 248-260. > Lamb, M. (2013) 'Your mum and dad can't teach you!' Constraints on agency > among rural learners of English in rural Indonesia. Journal of Multilingual > and Multicultural Development 34/1, 14-29. > Motha, S. and A. Lin (2014) 'Non-coercive rearrangements': Theorising > desire in TESOL. TESOL Quarterly 48/2: 331-359. > Norton, B. (2000) Identity and Language Learning: Gender, Ethnicity and > Educational Change. London: Longman. > Norton, B. (2013) Identity and Language Learning: Extending the > Conversation. Bristol: Multilingual Matters. > Norton, B. (2013) Identity. In J. Simpson (ed) The Routledge Handbook of > Applied Linguistics. London and New York: Routledge. > Ushioda, E. (2011) Motivating learners to speak as themselves. In G. > Murray, X Gao and T. Lamb (eds) Identity, motivation and autonomy in > language learning. Clevedon: Multilingual Matters. > > > > -----Original Message----- > From: ESOL-Research discussion forum and message board [ > mailto:[log in to unmask] <[log in to unmask]>] On > Behalf Of Jo Gakonga > Sent: 18 December 2015 07:24 > To: [log in to unmask] > Subject: Motivation in ESOL learners? > > Hi all > A quick plea for help from anyone who might know about these things... A > student of mine is doing some research on motivation in ESOL learners - > does anyone know of any recent literature on the subject? There doesn't > seem to be much out there. Any leads gratefully accepted and I hope that > you all have a really happy Christmas and New Year :) Best, Jo Gakonga > > *********************************** > ESOL-Research is a forum for researchers and practitioners with an > interest in research into teaching and learning ESOL. ESOL-Research is > managed by James Simpson at the Centre for Language Education Research, > School of Education, University of Leeds. > To join or leave ESOL-Research, visit > http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html > To contact the list owner, send an email to > [log in to unmask] > > *********************************** > ESOL-Research is a forum for researchers and practitioners with an > interest in research into teaching and learning ESOL. ESOL-Research is > managed by James Simpson at the Centre for Language Education Research, > School of Education, University of Leeds. > To join or leave ESOL-Research, visit > http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html > To contact the list owner, send an email to > [log in to unmask] > > *********************************** > ESOL-Research is a forum for researchers and practitioners with an > interest in research into teaching and learning ESOL. ESOL-Research is > managed by James Simpson at the Centre for Language Education Research, > School of Education, University of Leeds. > To join or leave ESOL-Research, visit > http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html > To contact the list owner, send an email to > [log in to unmask] > > *********************************** ESOL-Research is a forum for > researchers and practitioners with an interest in research into teaching > and learning ESOL. ESOL-Research is managed by James Simpson at the Centre > for Language Education Research, School of Education, University of Leeds. > To join or leave ESOL-Research, visit > http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html To contact the list > owner, send an email to [log in to unmask] *********************************** ESOL-Research is a forum for researchers and practitioners with an interest in research into teaching and learning ESOL. ESOL-Research is managed by James Simpson at the Centre for Language Education Research, School of Education, University of Leeds. To join or leave ESOL-Research, visit http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html To contact the list owner, send an email to [log in to unmask]