Case study: Factors influencing the success of a leaner.

(Ai dat dum cai ten cua

case study vs)

Abstract

Research Questions: 

1. Does motivation affect the success of learning a language? What sorts of

motivation does that subject belong to (based on given theories)?

1. Introduction

      What is a successful language learner? 

How do we recognize someone who h to assist them in learning? By defining these

factors affecting their performance and their results in every assessment, we
partially grab the ideas and concepts of a good language learner.

In term of the good language learner (GLL), the pioneer of GLL belong to Joan
Rubin and David Stern, both released their studies in 1975. Rubin stated that "if we
knew more about what the 'successful learners' did, we might be able to teach these
strategies to poorer learners to enhance their success record" (1975: 42).

Carroll (1967) urged investigation of the learning biographies of persons who had been
successful in learning more than one language, and Stern (1975), Rubin (1975), and Cohen
(1977) all speculated about distinctive learning strategies of good language learners

According to Rubin (1975), good learners are also good guessers, communicators,
inhibited speakers, and opportunity seekers. They refer to their ability with
confidence, complexity, and high-risk taking. Additionally, Stern (1975) also pointed
out some crucial traits of being such, including well-planned, active, and having long
term learning. There is a similarity between the two given statements, which focused
on a person with tangible abilities to show up. They actually know how to develop
themselves in a certain way, implicating a well-oriented learner. 

Bonny Norton and Kelleen Toohey (2009), the authors outlined adult good language
learners appeared to use five significant strategies:

(a) taking an active approach to the task of language learning,

(b) recognizing and exploiting the systematic nature of language,

(c) using the language they were learning for communication and interaction,
(d) managing their own affective difficulties with language learning, and

(e) monitoring their language learning performance.

2. Motivation theories. How does it affect the success of learners?

Motivation is an internal state or condition (sometimes described as a need, want
or desire) that serves to activate or energize behavior and give it direction.

It is a drive that compels one to act because human behavior is directed toward
some goals. Motivation is intrinsic (internal); it comes from within based on
personal interests, desires, and need for fulfillment. However, extrinsic (external)
factors such as rewards, praise, and promotions also influence motivation.

It can also be referring to – the forces either within or external to a person that
arouse enthusiasm and persistence to pursue course of actions.

Motivation plays a vital role in achieving the success of L2 learning (Ellis, 1994; Oxford 
&  Shearin, 1994; Masgoret  &  Gardner,  2003; Ushida, 2005). How do we understand
this term? As extracted from the Oxford dictionary, motivation was defined as “the
reason why somebody does something or behaves in a particular way”, and “the feeling
of wanting to do something, especially something that involves hard work and effort”,
these lean on the concept of motivation which reinforces someone doing certain actions
with reasons. Take hunger as an example, when you feel hungry and need some food
to eat, the motive, in this case, is from filling up your stomach. Normally, that comes
from a spectrum of natural needs. Likewise, in order to satisfy or meet requirements, we
have motivations as stimuli. However, if you would like to get more food to store in a
fridge without the case of being starving again, recently, your motivation alters to desire
instead of need literally. The motivation for learning a new language, which may come
from your instincts (biological survival, find food, or keep warm), or desire to interact
(social needs) and get a goal (desire) (enable to talk and share ideas, do business with
foreigners to earn money, study abroad with qualified certificates, etc.), was elaborated
in a few theories such as intrinsic and extrinsic motivation, expectancy motivation, self-
determination, and achievement motivation and so on.

The work was carried out by Gardner and Lambert called Attitudes and Motivation for
Second Language Learning (1972), Social psychology and second language learning:
the role of attitude and motivation (1985), (1968) Attitudes and motivation: Their roles in
second language acquisitions. Maslow (1954,1970) Motivation and personality, Oxford
(1994) Broadening the theoretical framework of language learning motivation. Graham
weiner 1996 Theories and principles of motivation and Human motivation 1992, Deci
1985 Intrinsic motivation and self-determination in human behavior. Dornyei (2001)
teaching and searching motivation. Wigfield (1998) the development of children’s
motivation in school contexts

In general, most of the theories could be divided into 2 categories:

Content theories Process theories

Maslow’s Hierachy of needs Expectancy theory Victor Vroom

ERG of Alderler Equity theory

Frederick Herzberg Motivator-hygiene Goal-setting theory (Achievement)

theory (2 factors)
Reinforcement theory
McCelland
Porter Lawler Theory

Although several scholars hold their theories to motivation, prominently, in turn, Gardner
(1985), Ellis (1994), Dornyei (2014), Gardner, Maslow, etc., the questionnaire of
Gardner will be selected and applied to the interview study with the selected participant.

3.                      Age, Personality, Intelligence (pick 1 or 2 things you’d love to)

4.                        Learning styles

5.                        Learning condition

Input: Krashen's “comprehensible input” theory

Output:

6.                        Plans for the next 5 weeks

1. seeking appropriate questionnaires to interview (Motivation, intelligence,

personality, learning style, learning condition)
2. collecting data and sorting out (analyzing it)
3. comparing to the theories and evaluating. Are the theories accurate to the case
study?

Reference

Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University
Press. 

1.