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SLA Chp 4 Final PPT

Chapter 4 discusses the role of motivation and cognitive style in second language (L2) learning. It highlights the significance of individual motivation, types of motivation (integrative and instrumental), and the impact of cognitive styles on learning processes. Additionally, it addresses the criticisms of cognitive style research and the implications for instructional methods based on learners' sensory preferences.

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Fatima Noor
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11 views26 pages

SLA Chp 4 Final PPT

Chapter 4 discusses the role of motivation and cognitive style in second language (L2) learning. It highlights the significance of individual motivation, types of motivation (integrative and instrumental), and the impact of cognitive styles on learning processes. Additionally, it addresses the criticisms of cognitive style research and the implications for instructional methods based on learners' sensory preferences.

Uploaded by

Fatima Noor
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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CHapter#4

Motivation AND
COGNITIVE STYLE
Presented by: Fatima
Noor
Roll Number: 2021-1304
MOTIVATION

Why some L2 learners are more


successful than others???

• individual motivation

Determines the level of effort which


learners expend at various stages in their
L2 development
Components that define motivation:

• Significant goal or need


• Desire to attain the goal
• Perception that learning L2 is relevant to
fulfilling the goal or meeting the need
• Belief in the likely success or failure of learning
L2
• Value of potential outcomes/rewards
1
Types of Motivation

Integrative Motivation
• Desire to learn L2 to connect with L2 speakers
• Emotional or affective factors
Instrumental Motivation
• Practical benefits like career or business
opportunities or access to information
• Focus on tangible rewards

2
Impact of these two types of motivation on L2
Learning:

• No inherent advantage of one


type over the other
• Dependent on personal and
social factors

3
Other Motivations:

Altruistic reasons
Communicative needs
Desire to travel
Intellectual curiosity

4
Research Methods

• Questionnaire-based data
collection
• reliability of such information is
questionable
• But, there is:
• High correlation between reported

5 motivation and L2 achievement


Motivation is a Cause or Effect?

• Uncertainty if high motivation cause


high L2 achievement
• OR
• It is the satisfaction from successful
L2 learning which is responsible for
increasing motivation
There is probably a reciprocal effect
6
Neurological Perspectives (Schumann 1997, 2001)

• Brain mechanisms controlls motivational


responses
• Specific areas within our brain conduct a
“stimulus appraisal”
• Determines how we respond, including
what our attitudes and degree of effort will
be
7
potential power of motivation

Rare Cases
• Older learners overcoming
pronunciation challenges
due to high motivation

8
Definition of Cognitive Style

• Individual’s preferred way of


processing and organizing
information
• It plays a significant role in the
learning process
• Interacts with personality and

9 learning strategies
Categories of Cognitive Style

• Categorized as pairs of traits on opposite ends of a


continuum
• Individuals are rarely positioned at one extreme or
the other but are located somewhere along this
continuum.
• Researchers study cognitive styles in relation to
second language (L2) proficiency, by using
10 correlation.
Categories of Cognitive Style

• Field-Dependent vs. Field-Independent


• Global vs. Particular
• Holistic vs. Analytic
• Deductive vs. Inductive
• Focus on Meaning vs. Focus on Form

11
Field Dependent (FD)
Field Independent (FI)
Individuals have difficulty individuals can separate
separating a figure from its figures from their
background. background with ease.
process information in a analyze information in a
more global and holistic detailed and structured way
manner
rely on contextual cues and excel in decontextualized
interact communicatively and formal instruction
with the language in context
benefit from immersive and benefit from analytical
contextualized language approaches to language
learning experiences. learning.

12
Global Processors Particular Processors
grasp the overall meaning or Build a more detailed
general idea before focusing understanding of the
on specific details. language through careful
analysis of individual
elements.
prefer a broad focus on specific details and
understanding of the rules
language rather than
detailed rules.

13
Holistic Style Analytic Style
Understand the whole break down language into
picture rather than focusing smaller parts, studying each
on its components. component in detail.

excel in situations where excel in tasks that require


understanding context is detailed examination
crucial.

13
Deductive Processing
Inductive Processing
Top-Down Bottom-Up
starting with a general rule begin with specific examples
or principle and applying it and use these to infer
to specific instances general rules or patterns.
prefer explicit instruction excel when discovering
and rules to guide their patterns and making
learning. generalizations from data.

12
Focus on Meaning
Focus on Form
prioritize understanding and more attention to
conveying meaning in grammatical rules and
communication. structures.
concerned with using concerned with the
language effectively correctness of their
language use
Less focus on grammatical benefit from explicit
accuracy. instruction on language
form.

12
Cognitive Style and Age

Bialystok's Claim:
• Adults tend to extend existing categories when
learning a new language
• Children are more likely to notice small
differences and create new categories for them.

8
Critical Period vs. Cognitive Style

• Bialystok proposes that these differences


in cognitive style, rather than a critical or
sensitive period, might explain why
children are often perceived as superior in
L2 acquisition.

6
Sensory Preferences in Learning

Visual: Learners who prefer visual input (e.g., using images,


diagrams).
Auditory: Learners who prefer auditory input (e.g., listening to
conversations, audio recordings).
Kinesthetic: Learners who prefer movement-oriented activities
(e.g., role-plays, hands-on tasks).
Tactile: Learners who prefer touch-oriented activities (e.g., writing,
manipulating objects).
Implications for Instruction

• No single modality is inherently superior


• Learners perform better when instructional
methods align with their sensory preferences.
• Age-Related Preferences: Younger learners
often show a greater preference for kinesthetic
and tactile modalities.

11
Criticisms of Cognitive Style Research

• Validity of Measurement Tools


• Embedded Figures Test: potentially irrelevant to language
acquisition
• Simplistic Correlation Methods
• Single Trait and Measure: often correlate a single cognitive
trait with one measure of L2 proficiency, potentially
oversimplifying the relationship
3
Criticisms of Cognitive Style Research

• Neglect of Contextual Factors


• Cultural and Educational Backgrounds: research fails to
consider cultural background and prior educational
experiences.
• Dynamic Nature of Cognitive Styles
• Change Over Time: Cognitive styles are not fixed and can
evolve.

2
Thank you!

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