Motivation for Advanced Level Esl Learning Essay Example for Free

Motivation for Advanced Level Esl Learning Essay In recent years, TESOL has called for the study of the social and cognitive factors that affect adult English learners’ participation in formal language learning. Numerous research projects have investigated the motivational influences and factors of adult immigrant English. In particular, factors and motivations which led them to take an advanced ESL courses after already having adequate fluency in English to conduct their work and daily lives. Using both qualitative and quantitative approaches, these studies have frequently uncovered that the ESL students opted to pursue advanced language training to, primarily, join the dominant language culture and community. Practical reasons, although very important to the learners, seem to be outweighed by the psychological drive to integrate into the culture. Social identity often proves to be the major factor in this process as student motivation often fostered by a self perceived difference between their current and desired identities as assimilated speakers of their new language. Fundamentally they saw language education as an essential transitional requisite for attainment of this preferred identity. Introduction The study of TESOL, which can trace its roots applied linguistics, occasionally failed to think about many non-linguistic aspects and situations of use which can influence learning. A large part of this knowledge, though, collected through education and psychology investigations could be applied to the groups of people and areas of interest being considered in TESOL. In places such as California second-language English users make up 63% of the target adult learners and almost a third in the country overall (Lasater and Elliott, 2004). The literature studied below begins by recapping major endeavors of psychology and education investigation so as to establish a baseline of student’s imperatives to learn. The study later focuses on motivation studies in linguistics related to ESL attainment and advancement. Part 2 Andragogy and Self-Motivation Andragogy  Review of the Literature Adult Learning from a Social Cognitive Perspective The foundation of adult learning theory was established in Lindeman (1926) who identified important distinctions between adult and child learning. These ideas were later developed by Knowles (1990) and constitute the hypothetical learning model dubbed andragogy. Andragogy, a mode of education starkly contrary pedagogy, which is characterized by children being instructed by adults in a directed and authoritarian environment. Knowles posited that because of significant psychological and physiological differences between youth and adult learners, the modes of educational motivation must be equally disparate. Knowles’s teachings are very well regarded in the education worldwide. Psychological metamorphosis in adult life, human factors brought to the learning situation, adult outside world demands, and life duties distinct from children’s, particularly a greater breadth of life encounters, varied incentives, and educational requirements all act in concert to create a distinctly different mode of motivation for adult learners. In particular, adult learning, per Knowles (1990), is predicated upon six vital components: 1. Justification for learning, that is, the rationale for desiring the education, before pursuing it. 2. Transformation of the adult concept of the self into that of an independent, self-directed human being. 3. Life experience that influences the adult body of accumulated knowledge, desires as well as being a component factor of self awareness. 4. Developmental willingness and practical feasibility relating to the synchronized pacing of learning experiences to their appropriate phases of emotional maturation. . Problem-centered approach of learning which can immediately be applied to real-life situations. 6. Self-motivation to learn by self-generated factors, as opposed to externally imposed requirements Kolb (1984) offered an expanded depiction of the process as a self-perpetuating process where actual events necessitate a review, analysis leading to later research and proper scientific revi ew. The learner’s assimilation into a different culture and society facilitates creation of educational desires with eventual engagement in a formalized educational environment as a key to attaining the desires. Learning occurs in myriad encounters/interactions with the student’s world in psychological process. In a social context, the actual knowledge gained is not so much seen as an acquisition but more as one of externalization. A way to get out of one’s self and into their new environment. Cognition of facts occurs which is a pro-active, relevant, and meaningful adult response to confusion created by previous discontinuity. A disjuncture can serve as â€Å"the point at which needs and wants and interests converge† . as well as an origin point for jumping into the learning process. By extending this idea to immigrant experiences, it seems as though basic everyday activity changes caused from immersion in a society which communicates in a foreign tongue, and made all the more real by the imperative to become functional in this society, can create disjuncture in their lives and compel them to pursue ESL education so as to not be overwhelmed. While many will pursue language education at once, others may find that language disjunctures happen later in their lives when greater proficiency beyond basic functional skills is required for a variety of reasons. Knowledge deficits plus a developed self-concept grounded within a cultural milieu can generate pressing need – a need to learn. Self-Motivation There are many different definitions for Motivation. In an educational context, one of the more comprehensive and useful definitions is from John Keller’s 1983 publication called Motivational Design of Instruction: â€Å"the choices people make as to what experiences or goals they will approach or avoid, and the degree of effort they will exert in that respect† (Keller, 1983). Motivation is mercurial in nature. Keller identified a perception of applicability of the learning presented as fundamental for maintaining long-term motivation. Relevance exceeds the subject’s education requirements to encompass perceptions of satisfaction desired through the process in fulfilling psychological imperative senses of achievement, belonging, power and freedom. Encountering disappointment during a learning situation can dissipate motivation and possible cause learned helplessness (Bandura, 1982; deCharms, 1984; Weiner, 1984) or dismotivation going beyond mere discouragement. Educational psychology accepts that motivation also varies because of varied contexts in which learning occurs. Studies have brought to light additional connections between the act of learning a language and the evolving perspective of learners in the L2 environment. Peirce (1995) introduced the idea that acquisition of proficiency in a dominant language allowed learnersr to â€Å"acquire a wider range of symbolic and material resources [and] increase the value of [the learners’] cultural capital†. Sfard Prusak (2005) insinuated that the learning itself is closing the gap between learners’ actual and projected identities. Qualitative studies offer a model of language learning motivation which is dynamic, longitudinal process whereby learners’ cognitions and beliefs (Ushioda, 2001), and relevance of the curriculum to their interests (Syed, 2001) directly affect involvement in learning. Part 3 Language Learners vs Second Language Learners Linguists only recently have begun distinguishing foreign language students from second language students when studying their drive to pursue language education and have proposed â€Å"the dynamics involved in learning these two different types of language may be quite different† (Gardner, 2001). To date, the great majority of these studies are in foreign language (FL) classes. Gardener’s quote was actually taken from a volume containing 20 separate motivation studies, none of which contained ESL students. ESL students, for whom English was a gateway ability for study in different subjects or earning a university degree, were more compelled by exterior forces to learn than heritage and non-heritage EFL learners. A motivation survey of 580 adult immigrants at a local college based ESL program in Toronto rated the following motives highest: linguistic needs, basic skills, cultural awareness, social interaction, and resume writing (Paper, 1990). It found no significant difference in motives based age, duration of residence or level of education. The influence of integrative orientation in the data compelled the author to recommend including Canadian culture in the curriculum. Conscious intention of immigrating to the U. S. was another motivating factor for language learning in a separate exploration conducted on adult learners (Brilliant, Lvovich, and Markson, 1995). Student’s beliefs seem to fill a vital role in adult learning accomplishments, consistent with educational psychology, thus making them ideal subjects for motivation research. A particular study, Bernat (2003), examined the views of 20 unemployed Vietnamese learners in a vocational ESL course in Sydney, Australia. Their scores were high on two motivations: 85% of respondents expressed the integrative desire to develop their interpersonal relations with the Australians better and make friends among them, and all agreed that speaking English well would enhance their prospects for employment. Part 4 The Attitude Motivation Test Battery (AMTB)  This is a large battery of tests which measures a number of different aspects of language learning. The instrument was originally used to measure attitudes of students studying English and French in Canada. Scales included attitudes toward French Canadians, interest in foreign languages, attitudes toward European French people, attitudes toward learning French, integrative orientation, instrumental orientation, anxiety, parental encouragement, motivational intensity, and desire to learn French. The scale instrument has been modified more recently. The Attitude/Motivation Test Battery (AMTB) is designed to measure different components of the socio-educational model of SLA. There are eleven sub-tests, nine with ten items each, and two with four items. The five main variables assessed in the AMTB are attitudes toward the learning situation, integrativeness, motivation, instrumentality and language anxiety.

Steven King :: essays research papers

Stephen King often called; â€Å"Master of Horror† is a well-known author for his horror stories, and science fiction novels. He had many influences on how has written his books. King has also faced many hardships within his life.   Ã‚  Ã‚  Ã‚  Ã‚  King was born in Portland, Maine on September 21, 1947 to Nellie Ruth King and Donald Edwin King at the Maine General Hospital. Stephen was the only natural born child in the family, as his brother David was adopted at birth in 1945.   Ã‚  Ã‚  Ã‚  Ã‚  The Kings were your average family until one night when his father Donald said he was going out for a pack of cigarettes, and never returned home. Stephen at the time was only three years old. His father had a large collection of science fiction novels in which Stephen read growing up. By the time Stephen was seven years old, he wrote his first short story. He also was a fan of the 50’s horror movies, which inspired him to write in the science fiction field. Stephen’s stories were also influenced by the nineteenth century gothic tradition, especially the writings of Edgar Allan Poe. King as a teenager, joined the football team, played in a rock band, yet still had two of his short stories published.   Ã‚  Ã‚  Ã‚  Ã‚  King started his actually writing career in January of 1959 when he and his brother David decided to publish their own local newspaper. So David bought a mimeograph and they called their paper Dave’s Rag, and it sold for 5 cents and issue.   Ã‚  Ã‚  Ã‚  Ã‚  King attended high school in Lisbon, Maine at Lisbon High School in 1962. Him and his best friend Chris Chesley published a collection of 18 short stories called People, Places, and Things-Volume I. A year later King and Gaslight Books published a two part book titled â€Å"The Star Invaders.†   Ã‚  Ã‚  Ã‚  Ã‚  King made his first published appearance in 1965. His story, â€Å"I Was a Teenage Grave Robber†, which was only about 6000 words in length. The story was published in a magazine named Comics Review.   Ã‚  Ã‚  Ã‚  Ã‚  In 1966, King graduated from high school and took his scholarship from the University of Maine at Orono. He received a bachelor’s degree in English and a certificate to teach high school in June 1970. He then married Tabitha Jane Spruce on January 2, 1971.King accepted a teaching job at Hampden Academy as an English teacher, and so they moved to Hermon.   Ã‚  Ã‚  Ã‚  Ã‚  King started to write and submit novels to publishing companies, but had not luck.

Twelfth Night Analysis

Love vs. Lust and Desire (The Twelfth Night) Love and lust can often be mistaken for each other by unsuspecting and naive characters. In William Shakespeare’s The Twelfth Night a majority of the characters experience learning the difference between whether lust is the same as love or if they are merely enjoying someone’s looks only. The question of desire being overpowered by love is something that has been deeply looked at by literary critics to try to decipher. The beginning of the story starts out with Viola and her twin brother Sebastian getting into a shipwreck where Viola believes that her brother has drowned and been lost at sea.She shows an enormous amount of love in those first few moments when she realizes that he is gone. No love is ever greater than family love because it is the most pure form of love. Viola, out of self-preservation, takes a job in the house of the Duke Orsino and becomes his messenger to his love Olivia. Olivia is a vain woman who is also mourning her brother’s death and refuses to see Orsino or listen to his marriage proposals. As a different tack, Orsino sends Viola, dressed as Cesario, to try to court Olivia for him. This is not love that Orsino is feeling. Unrequited, melancholic love intensifies this process: it is self-consuming, as Orsino is pursued and consumed by his own desires. † (Eagleton) As Eagleton alludes he is merely attracted to Olivia’s beauty and power. The way he acts towards her does personify that he loves her, but he only compliments her beauty and virtue in his poems. He alludes to only wanting her because she is what is seen as the most desirable woman around his land. â€Å"Irrationally, Orsino would love a woman who he knows loves herself. But whereas he shrewdly guesses the true condition of his lady's affection, he is blind to the similar makeup of his own passion. (Hunt) This showing of lust is counteracted by the showings from Viola of love for Orsino. She chooses to do as he asks and help him court Olivia despite the fact that she is a woman in disguise and loves Orsino herself. This is a sacrifice that could easily be shown as a sign of true love for Orsino. Viola’s showing of love is something to be examined closer. She has not known Orsino for more than a day when she begins to love him, yet she is willing to sacrifice her own happiness to help create a marriage between Orsino and Olivia.She could be seen as naive and hopeful, but she seems wiser than that if examined closer. â€Å"Viola is then drawn within this illusion, through her adoption of an illusion of disguise to further her real aim of serving Orsino; she is made to act the part of one actor (Orsino) to another actor (Olivia) in a way which conflicts with her own genuine identity (her love of Orsino). † (Eagleton) Orsino also trusts Viola, as Cesario, completely. He entrusts her with his hopes and his most intimate errands. â€Å"Orsino is caught at a transitiona l moment in love's metamorphosis. He secretly enjoys Viola's feminine beauty while the page identity–â€Å"Cesario†Ã¢â‚¬â€œgives him an excuse for not recognizing the threatening natural opposite to himself–an opposite that in truth complements him. † (Hunt) Orsino sees Viola (Cesario) as someone he can trust and feel strangely drawn to. This could be a sense of lust compelling him or the nature of true love in its purer form. Through the beginning of the story Viola’s love for Orsino grows only to see Orsino’s love for Olivia continue steady. This is all disrupted when Viola’s brother, Sebastian, is revealed as alive and in the same city.Olivia, who has been courting Cesario (Viola), mistakes Sebastian for Cesario and convinces him to marry her. This can only be another example of the feeble yet strong importance put on physical attraction between two strangers to create a feeling of love that is deeply rooted in lust. Olivia found Ce sario’s cool demeanor to her to be refreshing and the slightly feminine build to be attractive. â€Å"The consequence of Viola's entering the reciprocal illusion of Orsino and Olivia is the creation in Olivia of a reality—her love for Viola—which breaks beyond the illusion and yet is similarly illusory—she does not know that Viola is a woman. (Eagleton) Olivia’s love for Cesario is a little more sincere than Orsino’s love for Olivia because Olivia enjoys Cesario’s company and demeanor as strictly opposed to his looks. When Olivia learns that Sebastian is her husband and not Cesario, she is still happy despite the mix up. Orsino’s switching of his love from Olivia to Viola so easily and efficiently is a sign that he may not really know the true nature of love at all. Orsino may only really know the way of desire and lust.Viola overlooks this and marries Orsino without any hesitation because she loves him. Orsino refers to Viola as â€Å"his fancy’s Queen† implying that he really cares for her on a level deeper than merely her looks which he has not been able to see in her manly disguise. The ending of the story regards every couple marrying the person they seem the most happy with, but it’s highly questionable if they love the person they have chosen or if they merely have chosen someone they like. ? Work CitedEagleton, Terence. â€Å"Language and Reality in Twelfth Night. † Critical Quarterly 9. 3 (Autumn 1967): 217-228. Rpt. in Shakespearean Criticism. Ed. Dana Ramel Barnes and Marie Lazzari. Vol. 34. Detroit: Gale Research, 1997. Literature Resource Center. Web. 19 Feb. 2013. Hunt, Maurice. â€Å"Love, Disguise, and Knowledge in Twelfth Night. † CLA Journal 32. 4 (June 1989): 484-493. Rpt. in Shakespearean Criticism. Ed. Michelle Lee. Vol. 92. Detroit: Gale, 2005. Literature Resource Center. Web. 19 Feb. 2013.

Corporate culture and change Free Essay Example, 2250 words

Vodafone’s organizational culture and structure are inseparable. They influence one another, and help determine the mood of the company. They play a critical role in shaping the performance of the organization. The company has over 80,000 staff worldwide, and has branches in several parts in the world. Vodafone’s long history of divisional organization structure has deprived the company several opportunities. However, over the past few years, the company has initiated several changes that have helped improve performance and employee relationships. A survey conducted by (Colao, 2013) found that the company had no formal recognition to its employees as part of its culture. A culture that does not recognize employees when they perform exemplary duties makes it hard for the employees to get motivated. Employees who are not motivated always record low performance, and this contributes to the failure of the organization. This was the situation at Vodafone before the manageme nt initiated organizational changes. As part of its organizational cultural change, Vodafone started to follow a people-oriented culture. The management took it seriously and introduced a couple of measures to increase employee recognition. We will write a custom essay sample on Corporate culture and change or any topic specifically for you Only $17.96 $11.86/pageorder now A good example is the introduction of the Legends’ Scheme. Under this scheme, employees who show exemplary performance are rewarded accordingly, and promotion if need be. However, under this program, employees are encouraged to nominate colleagues who have shown outstanding performance throughout the year. The nomination exercise is a way of encouraging employees to participate in decision-making processes, which is a very important aspect of a good organizational culture. When nominations are completed, and winners selected, the company pays for their trip expenses, and sent them to luxurious vacations. Organizational cultural climate has been friendly at Vodafone since introduction of these measures. Employees often do their best knowing that if they emerge top performers, they will be paid off for their hard work. Organizational cultural climate greatly influence what is happening around a workplace. Factors such as perception, ability and skills, attitude and personality can greatly affect the performance of an organization. An organization that that builds positive perceptions, believes in employee’s abilities, and helps promote positive attitudes towards work performs better than one that does not do all these. Since an organization cannot function without employees, there is a need to check on these factors.