THE LIVED EXPERIENCE OF BEING A TEACHER OF ENGLISH AS A

FOREIGN LANGUAGE FOR ADHD STUDENTS: A PHENOMENOLOGICAL

STUDY

THEORETICAL FRAMEWORK

2.1. Conceptual Framework

2.1.1 Motivation. Motivation is usually associated with commitment, enthusiasm, and

persistence to achieve goals. (Guerrero, 2015). The Oxford Online Dictionary defines

motivation as the “desire or willingness to do something” (Motivation, 2014). The

Psychology Dictionary Online defines motivation as: (1) the driving force setting a direction

to the behavior of humans and animals at a conscious and unconscious level, and (2) the

willingness of a person to achieve a goal at a physical or mental level (Motivation, n.d.).

2.1.2 Meaningful learning Meaningful learning is to feel that all the pieces of a concept,

(www.exploringyourmind.com, 2018)idea, theory, formula, or argument fit together. Most

of us have felt that sensation before. We’ve probably felt that what we are learning ties in

our mind and makes sense.

2.1.3 .Autism spectrum disorder (ASD) According to to World Health Organization

(Autism Spectrum Disorders, n.d.) refers to a range of conditions characterized by some

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degree of impaired social behavior, communication and language, and a narrow range of

interests and activities that are both unique to the individual and carried out repetitively.

ASDs Begin in childhood and tend to persist into adolescence and adulthood. In most cases

the conditions are apparent during the first 5 years of life. Individuals with ASD often

present other co-occurring conditions, including epilepsy, depression, anxiety and attention

deficit hyperactivity disorder (ADHD). The level of intellectual functioning in individuals

with ASDs is extremely variable, extending from profound impairment to superior levels.

(Autism Spectrum Disorders, n.d.)

2.1.4. Attention deficit hyperactivity disorder according to World Health

Organization(World, n.d.) Attention deficit hyperactivity disorder (ADHD) is one of the

most common mental disorders. It affects 5–8% of children, mostly boys, and often lasts

into adulthood. ADHD affects a child’s learning and their functioning in daily life.

2.1.5. Motivation in classroom.  When we think of individual differences among language

learners, motivation springs quickly to mind as one of the most important of these variables

(MacIntyre, 2002). Motivation has played a key role in the acquisition and learning of a

foreign language. The aim of this work is to analyze what motivational profile is dominant

in students during the process of foreign language learning(Vegara, 2559).

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REFERENCES

Autism spectrum disorders. (n.d.). Retrieved October 6, 2020, from

https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders

Guerrero, M. (2015). Motivation in Second Language Learning: A Historical Overview and

Its Relevance in a Public High School in Pasto, Colombia. HOW, 22(1), 95–106.

https://doi.org/10.19183/how.22.1.135

MacIntyre, P. D. (2002). 3. Motivation, anxiety and emotion in second language acquisition

(pp. 45–68). https://doi.org/10.1075/lllt.2.05mac

Vegara, R. L. (2559). Motivation in the process teaching / learning foreign languages.

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 Journal of Visual Languages & Computing, 11(3), 55.

https://dspace.uib.es/xmlui/bitstream/handle/11201/145393/Larrenua_Vegara_Roberto.

pdf?sequence=1&isAllowed=y

World, H. O. (n.d.). ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD).

www.exploringyourmind.com. (2018). Meaningful Learning: Definition and

Characteristics - Exploring your mind. https://exploringyourmind.com/meaningful-

learning-definition-characteristics/

Por una universidad con calidad, moderna e incluyente

Carrera 6ª. No. 76-103 Montería NIT. 891080031-3 - Teléfono: 7860300 - 7860920
www.unicordoba.edu.co