Motivational Processes and Practices in Accelerated Ab Initio Language Learning

Ulrike Bavendiek

Content

• Ab initio language learning at Liverpool• Accelerated language learning• Motivation in accelerated language learning– specific characteristics of the ab initio learning

situation• The study• Two case studies• Results and discussion

Ab initio language learning at Liverpool

• Languages that can be studied ab initio on a language degree programme: Catalan, Basque, German, Italian, Portuguese and Spanish

• 4 contact hours/week in years 1 and 2• At least one semester of the YA spent in the ab initio

language community• All ab-initio have at least one A level (A) in another language• Modern European Languages/Joined Honours/Combined

Honours• Slightly different arrangements for the individual languages

Accelerated language learning

• Ab initio students have to meet the same benchmarking standards as their post A level peers in the final year

• Students have to reach a high proficiency level in a very short time, ideally up to B2 (A level standard) in one year

Motivation in accelerated language learning

• Motivation influences learning behaviour• Motivation is dynamic, i.e. it changes over

time-(initial vs. sustaining motivation)

• A variety of factors influence motivationfactors include

- personal traits, characteristics and skills - situational stimuli

Personal traits, characteristics and skills

• Needs, wishes, expectations, dreams….• Reasons for studying the language• Perception of failure and success• Learning strategies (knowing how to do it)

Situational stimuli

• Atmosphere in class• Classroom practices and pedagogies• Promoting independence and strategy use• Assessment practices• Expectations of teachers, family, friends

[I]t is difficult to pin down just how situations are important, in part because of the common but unilluminating practice of assigning “the situation” responsibility for all the behavioral variance not accounted for by a particular personal trait, without specifying what aspects of the situation are psychologically essential. There is a good deal of confusion concerning how situations should be conceptualized. Funder 2006:27 (in Dörnyei 2009:237)

Specific characteristics of the ab initio learning situation and their motivational

challenges

sense of achievement and control

feeling of control/confidence

motivation

learning behaviour

accelerated learning

Specific characteristics of the ab initio learning situation and their motivational

challenges IIteaching

practices and pedagogies

1. atmosphere in class2. learner strategies

feeling of control/

confidence

motivation

learning behaviour

accelerated learning

The study

Two parts:1) Exploratory study: Informal, open-ended

interviews with four students and discussion with three teachers with the aim of identifying themes

2) -58 statements extracted from the exploratory study as stimulus items-nine students sorted the statements, from +5 (most strongly agree) to -5 (most strongly disagree)

The study II

-5 -4 -3 -2 -1 0 1 2 3 4 5

3 3

4 4

5 5

6 6

7 7

9

Items were sorted according to a normal distribution pattern (fewer items for the more extreme positions).

Case studiesStatement (inherent factors in ab initio language learning) A B Ʃ (all subj.)

I was confident in my ab initio language class -4 5 15

I found ab initio language learning too hard/difficult 2 -5 -15

I did not think I was making any progress in my ab initio language learning

1 -5 -13

I found ab initio language learning easier to do than other language learning

-5 1 -26

I lost motivation because I could not see myself progressing 1 -4 -19

Because we were progressing so fast, I sometimes felt stupid because I did not know what was expected of me

4 0 -6

I sometimes felt that I was losing control of my language learning

1 -3 -14

I wanted to study the ab initio language for a long time but could not do so in school

-1 2 10

The intensity of ab initio language learning motivated me 3 1 20

I was motivated by the fact that I could see rapid progress in my learning

-1 1 15

Case studies II

Statement (individual motivational traits) A B Ʃ (all subj.)

Teachers have to have high expectations of the students -4 -1 -2

Teachers have to put pressure on me to make me work 1 -2 -17

Results

• Differences in confidence in ab initio language learning seem to be based on different perceptions of difficulty, control and success/perceived progression

• There are no obvious differences in the students’ motivational dispositions that could indicate the different perceptions

• There are

References

Dörnyei, Z. (2009) ‘Individual Differences: Interplay of learner characteristics and learning environment’ Language Learning, 59 (SUPP 1), 230-248.

Funder, D.C. (2006) ‘Towards a Resolution of the Personality Triad: Persons, situations, and behaviours’ Journal of Research in Personality, 40, 21-34.

Internet sources:Bavendiek, U. (2011) Motivational Processes and Practices

in Accelerated Ab-initio Language Learning http://www.llas.ac.uk/ab-initio2 (last accessed 1/07/2012)