Motivation and Motivating Second Language Learners二语学习者的激励与激励.pptVIP

Attitudes and motivation of Greek Upper Secondary School Pupils toward Learning English - Gardner Revisited. Alexander Nikolaou PhD anikolaou@hau.gr Hellenic American University Schematic illustration of Gardner’s motivational construct  Attitudes Incoming attitudes learning English foreign language learning the TLC Ideological affinity with the TLC Parental support Outgoing attitudes The learning situation (the EFL lesson, the EFL teacher, the EFL textbook, classroom activities/topics, British/American English). Attitudes toward the English teacher Mean scores of pupils’ attitudes to their EFL teacher at school and FL school Mean score of pupils’ attitudes to the EFL textbooks Mean score on the attitudes to learning English index Attitudes to the British and Americans The British were perceived as being more: honest smart kind sincere dependable polite hardworking The Americans were perceived as being more: interesting unprejudiced handsome friendly happy successful permissive ambitious popular Ideological Proximity to the two TL Cultures % 1. America is the greatest symbol of progress 22 2. I have a high regard for Americans 12 3. The American attitude to competition is a good thing 15 4. American foreign policy is, in general, correct 13 5. American influence on Greek culture is not threatening 16 6. Americans think only of money 61 Orientation Index Mean scores on the parental encouragement index Percentage distribution of responses to items measuring parental encouragement Mean scores on the motivational desire index Multiple Regression – variables examined General Conclusions The respondents were shown to have positive attitudes both to FLL in general and learning English. Attitudes toward the two TLCs were found to be neutral although on the British ideological index responses were slightly positive. Pupils were found to be both