Rewards, and Identity.
Module 9:
Rewards:
Studies have shown there are two different motives for accomplishing a task. First is an intrinsic motive, and secondly an extrinsic motive. People will feel intrinsically motivated to finish a task when it gives a source of satisfaction, pleasure, or personal success to accomplish it. In short, they motivate themselves to succeed. On the other hand, when someone has a extrinsic motive means there is something that they will gain in return for their successful efforts. The book gives the example of given a movie ticket or some sort of material prize. Researchers have acknowledged both can lead to successful outcomes, however, the behaviors shown by people who become intrinsically motivated to learn something like language often feel higher affirmation and self-determination about their progress. This is because they are rewarding themselves with internally, rather than externally. This is not to say exterior rewards are not powerful though. The book shows there must be, as usual, a balance. Having praise from a teacher for one's good work, and providing an exterior motivator to encourage someone to accomplish a new task will always have its value in the classroom.
Identity:
Learning language is like putting on the cultural garbs of another people. You blend in able to navigate without strict attention drawn to you, however, unlike the locals there will always be an element of difference in your disguise. Be it remnants from decades of grammar reinforcement spilling over into your L2, or simply a difference in accent. The books talks about dynamics of power and powerlessness, which is inherent in every learners journey. In the classroom, These elements of difference can pose challenges for students as they adapt to a new language and its corresponding community. For instance, one can think "how can I ever be accepted in Japan when my accent will be so obviously foreign, hard to understand, or out-right weird?" These types of thoughts can lead to someone feeling powerless to ever be authentically involved in a community. On the other hand, the more one invests into a new identity the more they will feel interconnected within a given community, and even feel further disconnected from their own. Much like the Korean in the example, we learn to be members of a community, build our senses of power, worth, and acceptance within it, and in doing so raise our cultural capital. We create that "imagined" construct which Anderson defined as being a social community that is merely perceived. Coming full circle, like the clothes we put on, our identity is flexible, adaptable, and most of all bring us sources of power within a given context.
Rewards:
Studies have shown there are two different motives for accomplishing a task. First is an intrinsic motive, and secondly an extrinsic motive. People will feel intrinsically motivated to finish a task when it gives a source of satisfaction, pleasure, or personal success to accomplish it. In short, they motivate themselves to succeed. On the other hand, when someone has a extrinsic motive means there is something that they will gain in return for their successful efforts. The book gives the example of given a movie ticket or some sort of material prize. Researchers have acknowledged both can lead to successful outcomes, however, the behaviors shown by people who become intrinsically motivated to learn something like language often feel higher affirmation and self-determination about their progress. This is because they are rewarding themselves with internally, rather than externally. This is not to say exterior rewards are not powerful though. The book shows there must be, as usual, a balance. Having praise from a teacher for one's good work, and providing an exterior motivator to encourage someone to accomplish a new task will always have its value in the classroom.
Identity:
Learning language is like putting on the cultural garbs of another people. You blend in able to navigate without strict attention drawn to you, however, unlike the locals there will always be an element of difference in your disguise. Be it remnants from decades of grammar reinforcement spilling over into your L2, or simply a difference in accent. The books talks about dynamics of power and powerlessness, which is inherent in every learners journey. In the classroom, These elements of difference can pose challenges for students as they adapt to a new language and its corresponding community. For instance, one can think "how can I ever be accepted in Japan when my accent will be so obviously foreign, hard to understand, or out-right weird?" These types of thoughts can lead to someone feeling powerless to ever be authentically involved in a community. On the other hand, the more one invests into a new identity the more they will feel interconnected within a given community, and even feel further disconnected from their own. Much like the Korean in the example, we learn to be members of a community, build our senses of power, worth, and acceptance within it, and in doing so raise our cultural capital. We create that "imagined" construct which Anderson defined as being a social community that is merely perceived. Coming full circle, like the clothes we put on, our identity is flexible, adaptable, and most of all bring us sources of power within a given context.
I imagine that your language learning motivation is/was more intrinsic in nature. Most people in the U.S. that study language beyond the institutional requirement are. I tend to be as well, for most things. That can actually make it difficult for me to think of ways to incentivize those who need more extrinsic motivation. One of the challenges as a teacher, however, is to think of techniques and approaches that increase intrinsic motivation.
ReplyDeleteHave you felt yourself become a "second person," so to speak, while interacting in your second language?