Folio paper one: A perspective on motivation as an element in the persistence and proficiency of the second-language learner. Folio paper two: An assessment of the motivation of the student of a second language in a small school/rural school setting. Folio paper three: Putting research into practice - follow-up and future recommendations for the motivation of second-language learners

Fewer-Gillis, Janet,1966- (1998) Folio paper one: A perspective on motivation as an element in the persistence and proficiency of the second-language learner. Folio paper two: An assessment of the motivation of the student of a second language in a small school/rural school setting. Folio paper three: Putting research into practice - follow-up and future recommendations for the motivation of second-language learners. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (12MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

Although many second-language teachers would like to live in a world where all children eagerly look forward to French class, it is fair to say that, though there are students like that out there, they are far outnumbered by those who just do not like French. There are no doubt students whose problems and situations reach far beyond generalized suggestions for motivation. There are, however, many students who need to see a reason to listen to their teacher once in a while, and to realize how learning a second language can be important to them. These students need to be motivated - a concept which forms the basis of the three folio papers herein. -- Folio Paper One addresses past and current issues pertaining to how and why researchers see motivation as part of a learner's success. This paper includes references to various studies which have attempted to define and explain second-language learners' achievements by studying the influences of various motivational factors. As well, it addresses issues of how motivation has been seen to be a factor in the attitudes of second-language learners and their subsequent persistence and/or attrition from programs. Finally, it reviews past and present literature on the concepts of integrative, instrumental, and assimilative motivation. It also reviews how these concepts have been seen to function in the second-language learner, and how they influence his/her desire to learn and achieve. -- Folio Paper Two relates the literature on the motivation of the small/rural school student to personal experience of a teacher of a second language in a rural school. It attempts to show, through this personal situation, how the motivation of the small/rural school student is an integral part of second-language interest, proficiency, and persistence. It also presents a discussion of a survey completed by three rural Newfoundland Grade 7 classes. The survey explored their motivation and factors contributing to it. This paper will then attempt to link personal experience to results of the completed survey to determine recommendations and suggestions as to how best the typical small/rural school student can be motivated in the second-language classroom. -- Folio Paper Three, using as a background current research and literature on the relationship between the motivation of second-language learners and their persistence and proficiency, provides concrete examples of how we might motivate our second-language students. It takes into account learner differences, interests, and geographical location. It attempts to focus on the results of the previously mentioned student survey when looking at activities which may motivate the second-language student.

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