scholarly journals Sticking with Spanish: Reasons for Study and Motivation Maintenance in Adult Beginner Distance Language Learners

2014 ◽  
Vol 17 (2) ◽  
pp. 40-60
Author(s):  
Concha Furnborough ◽  
James A. Coleman
Keyword(s):  
Adult Learners ◽  
Language Learners ◽  
Language Skills ◽  
Learning Experience ◽  
Distance Learners ◽  
Short Term ◽  
Motivational Orientations ◽  
Ideal L2 Self ◽  
The Ideal

Abstract This paper examines the reasons for study of adult beginner distance learners of Spanish and the relationships between those reasons and motivation maintenance. A survey of 563 Open University UK students found motivational orientations distinct from those of young people in earlier studies. Adult learners who maintained their motivation also demonstrated a greater number of reasons for study. Their motivation embraced intrinsic and extrinsic, integrative and instrumental orientations, short-term and long-term ambitions, and an L2 self both ideal and realistically attainable. During their course module they focused more consistently than others on the language skills they had targeted, and expressed increased enjoyment of the learning experience. This study suggests that achieving ‘softer’ short-term goals encourages persistence towards longer-term goals which reflect the ideal L2 self.

scholarly journals INVEST ASI, EKSPOR DAN MASALAH DE-INDUSTRIALISASI DI INDONESIA

2017 ◽  
Vol 5 (2) ◽  
pp. 179
Author(s):  
Anton Agus Setyawan ◽  
Fatchurrohman Fatchurrohman
Keyword(s):  
Direct Investment ◽  
Econometric Model ◽  
Slow Growth ◽  
Policy Implications ◽  
Economic Recovery ◽  
Investment Climate ◽  
Short Term ◽  
Investment Rate ◽  
The Ideal

There are two constraints in the process of economic recovery in Indonesia. First, investment rate is decreasing in the last five years. This matter happens due to the bad investment climate in Indonesia. Second, slow growth of export rate in Indonesia. At the present, investment rate in Indonesia is only 22 percent of GDP, while the ideal rate is 30 percent of GDP. Another problem, which may be interrupting the economic recovery, is de-industrialization. The sign of de-industrialization occur by relocation phenomena of FDIfrom Indonesia. This research analyze the effects of direct investment and export to GDP. The tool of analyses of this research is econometric model known as Error Correc­tion Models. The results shows that in a long term and short term, export and direct investment do not have a significant effect to GDP. It shows that Indonesia do not have a clear policy about export and investment. The policy implications of this research are government should have a deregulation policy in the industry and recover investment climate.

Het Effect Van Correctieve Feedback Op Schrijfproducten Van Vmbo-T Leerlingen

2008 ◽  
Vol 80 ◽  
pp. 63-74
Author(s):  
C.G. van Beuningen ◽  
N.H. de Jong ◽  
Folkert Kuiken
Keyword(s):  
Error Correction ◽  
Language Learners ◽  
Second Language Learners ◽  
Writing Skills ◽  
Corrective Feedback ◽  
Long Term Effects ◽  
Short Term ◽  
Accuracy Improvement ◽  
Academic Field

The question if second language learners can benefit from corrective feedback has been a fiercely debated topic in the academic field for over a decade. Until now, research outcomes cannot settle this discussion since only short-term effectiveness of corrective feedback could be demonstrated. Due to methodological shortcomings, results from studies that investigated long-term effects of error correction on accuracy improvement are inconclusive. By trying to overcome some of these design related drawbacks, the present study intends to make a contribution to the ongoing error correction debate. The effectiveness of direct and indirect corrective feedback was compared to the effect of two control treatments: a treatment that offered students an extra opportunity to practice their writing skills, and a treatment in which students self-corrected their errors without any available feedback. Results show that corrective feedback can be effective in improving students' accuracy.

scholarly journals Do infants retain the statistics of a statistical learning experience? Insights from a developmental cognitive neuroscience perspective

2017 ◽  
Vol 372 (1711) ◽  
pp. 20160054 ◽  
Author(s):  
Rebecca L. Gómez
Keyword(s):  
Adult Learners ◽  
Statistical Learning ◽  
Memory Trace ◽  
Learning Experience ◽  
Memory Systems ◽  
Human Infants ◽  
Critical Gap ◽  
Knowledge Of Language ◽  
Long Term Retention

Statistical structure abounds in language. Human infants show a striking capacity for using statistical learning (SL) to extract regularities in their linguistic environments, a process thought to bootstrap their knowledge of language. Critically, studies of SL test infants in the minutes immediately following familiarization, but long-term retention unfolds over hours and days, with almost no work investigating retention of SL. This creates a critical gap in the literature given that we know little about how single or multiple SL experiences translate into permanent knowledge. Furthermore, different memory systems with vastly different encoding and retention profiles emerge at different points in development, with the underlying memory system dictating the fidelity of the memory trace hours later. I describe the scant literature on retention of SL, the learning and retention properties of memory systems as they apply to SL, and the development of these memory systems. I propose that different memory systems support retention of SL in infant and adult learners, suggesting an explanation for the slow pace of natural language acquisition in infancy. I discuss the implications of developing memory systems for SL and suggest that we exercise caution in extrapolating from adult to infant properties of SL. This article is part of the themed issue ‘New frontiers for statistical learning in the cognitive sciences’.

scholarly journals Strengthening the visions of students as proficient L2 speakers: A teaching proposal for the EFL classroom

2019 ◽  
Vol 1 (2) ◽  
pp. 51-60
Author(s):  
Aranzazu García Pinar
Keyword(s):  
Foreign Language ◽  
Learning Experience ◽  
Ideal Self ◽  
Self Image ◽  
Future State ◽  
L2 Motivational Self System ◽  
Language Classroom ◽  
L2 Learning ◽  
Ideal L2 Self ◽  
The Ideal

Over the past ten years, research on second language motivation has been dominated by Dörnyei’s influential motivational paradigm, the L2 Motivational Self System. This theoretical construct is comprised of the ideal L2 self, the ought-to L2 self and the L2 learning experience. Students’ imagined visualisations are central components in this theory, as this holds that students who have an explicit ideal self-image with an L2 component are more likely to be motivated to learn a language than other students that have not established a desired future state goal for themselves. To enhance students’ future-self-images, L2 lecturers can create adequate L2 learning experiences, where methodologies and materials fit in with the students’ needs, and where their visions as proficient users of the L2 are regularly sustained and strengthened by productive and realistic tasks. This article offers a teaching proposal that uses multimodal TED conferences as classroom artefacts to embolden students in the foreign language classroom to speak in public. These students might, if able to visualise their desired language selves portrayed in TED speakers, be motivated to spread their ideas worth spreading.

scholarly journals Mid-career and Senior Faculty: Maintaining Vitality and Productivity

HortScience ◽  
1995 ◽  
Vol 30 (4) ◽  
pp. 751F-751
Author(s):  
Daniel W. Wheeler
Keyword(s):  
Adult Learners ◽  
Department Chairs ◽  
Institutional Context ◽  
Faculty Vitality ◽  
Senior Faculty ◽  
Short Term ◽  
The Past ◽  
Career Model ◽  
Mediating Factor

Over the past 25 years, faculty and their work have been studied on an intensive level. In 1977, Sarason defined a “one life—one career” model, in which faculty are “called” to a profession. Numerous studies, beginning with Hodgekinson (1974) and Baldwin and Blackburn (1981), indicate that faculty as adult learners continue to explore new interests and redefine careers, particularly as age and experience increase. Although the institutional context is a mediating factor, a number of researchers, including Baldwin (1985), Creswell, et. al. (1990), Schuster and Wheeler (1990), Simpson (1990), and Sorcinelli and Austin (1992) have identified a range of faculty needs and strategies which can aid in meeting these needs. Department chairs and faculty colleagues are identified as crucial in encouraging changes to maintain faculty vitality, and to encourage preventative action rather than remediation. Such investments in human capital have both short-term and long-term payoffs [Simpson (1990) and Schuster and Wheeler (1990)].

scholarly journals Exploring the L2 Motivational Self System in Spain: Study Design and Preliminary Findings

2019 ◽  
Vol 17 ◽  
pp. 43
Author(s):  
Imelda Katherine Brady
Keyword(s):  
Learning Experience ◽  
Negative Relationship ◽  
Compulsory Education ◽  
Diverse Range ◽  
L2 Motivational Self System ◽  
Spanish Study ◽  
L2 Learning ◽  
Ideal L2 Self ◽  
The Ideal ◽  
Self System

This paper details the design and validation of a Motivational Factors Questionnaire (MFQ) used to explore the L2 Motivational Self System (L2MSS) (Dörnyei 2009) of over 500 Spanish learners of English. The mixed methods Spanish study was a partial replica of Ryan (2009) in Japan and Taguchi, Magid and Papi (2009) in Asia. The final validated version of the MFQ we present here thus contains 67 items comprising 13 psychometric scales targeting the ideal L2 self, the ought L2 self, as well as a diverse range of goal-related and affective motivational variables. We were able to confirm that the ideal L2 self is a relevant construct for the sample although the ought L2 self emerged as having a negative relationship with L2 learning. The L2 learning experience was explored in this study from the perspective of past L2 learning in compulsory education and we ascertained somewhat negative opinions in this regard.

scholarly journals The Effects of the Frequency and Implementation Lag of Basket Updates on the Canadian CPI

2017 ◽  
Vol 33 (4) ◽  
pp. 979-1004 ◽  
Author(s):  
Ning Huang ◽  
Waruna Wimalaratne ◽  
Brent Pollard
Keyword(s):  
Price Index ◽  
Short Term ◽  
Subsequent Increase ◽  
Canadian Data ◽  
Price Trends ◽  
Marginal Returns ◽  
Implementation Lag ◽  
The Impact ◽  
The Ideal

AbstractIn this article, we examine the effects of different frequencies and implementation months of basket updates on the fixed-basket price index – the Lowe index, through theoretical analysis and empirical simulation using Canadian data from 2000 to 2013. We find that both an increased frequency of basket updates and a faster implementation of these new baskets will reduce substitution bias in the CPI. However, we also find that improvements to the method of accelerating frequency has diminishing marginal returns in practice – as each subsequent increase in the frequency with which the CPI basket is updated has a less pronounced effect; and the ideal link-month when a new basket is implemented is unpredictable, since the impact of the implementation lag depends upon the consistency between short-term price movements and long-term price trends.

scholarly journals Unconscious motivation. Part II: Implicit attitudes and L2 achievement

2016 ◽  
Vol 6 (4) ◽  
pp. 619-649 ◽  
Author(s):  
Ali H. Al-Hoorie
Keyword(s):  
Adult Learners ◽  
Social Desirability ◽  
Implicit Attitudes ◽  
Low Achievers ◽  
Self Report ◽  
Explicit Attitudes ◽  
Single Target ◽  
Ideal L2 Self ◽  
The Relationship ◽  
The Ideal

This paper investigates the attitudinal/motivational predictors of second language (L2) academic achievement. Young adult learners of English as a foreign language (N = 311) completed several self-report measures and the Single-Target Implicit Association Test. Examination of the motivational profiles of high and low achievers revealed that attachment to the L1 community and the ought-to L2 self were negatively associated with achievement, while explicit attitudes toward the L2 course and implicit attitudes toward L2 speakers were positively associated with it. The relationship between implicit attitudes and achievement could not be explained either by social desirability or by other cognitive confounds, and remained significant after controlling for explicit self-report measures. Explicit–implicit congruence also revealed a similar pattern, in that congruent learners were more open to the L2 community and obtained higher achievement. The results also showed that neither the ideal L2 self nor intended effort had any association with actual L2 achievement, and that intended effort was particularly prone to social desirability biases. Implications of these findings are discussed.

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