Different kinds of motivation

Different kinds of motivation The importance of different kinds of motivation in SL learning The presence of different types of motivation can be really helpful for the language learner to achieve the best possible results in the learning process. Indeed, it is difficult to think of any kind of learning without motivation. Although too high levels of enthusiasm may backfire (and cause anxiety), it is inevitable to possess a healthy level of motivation in order to achieve results. Although students motivation is obviously not entirely under the teachers control, the instructor should do whatever is possible to increase this factor. It is commonly acknowledged that motivation can positively influence language learning. People are heavily dominated by their emotions, even in such seemingly dispassionate issues as language learning is. No wonder that student feelings have as much power to affect their learning success as their styles and strategies (Ehrman, 1996, p.135.). According to the definition of Ehrman (1996), motivation is the perceived payoff for the students investment of time, energy, and effort.(p.137.). Apparently, if this payoff is low, the student will either stop learning the language for good or, if they do not have an option, they will be caught in a web of bad feelings and even worse grades. Then, the failures will only generate further disappointment. On the other hand, a student who finds at least one legitimate reason for continuing their language study is already on the right track. Anyone who has attempted language study is able to think of a number of such reasons. Yet, the scientific study of motivation is extremely challenging, since all the factors influencing motivation are interrelated and continually changing. They cannot very well be categorized according to the degree of their power. Therefore, motivation for learning a foreign language has usually been classified according to its possible sources. A common way of categorization is to distinguish extrinsic and intrinsic motivation. According to definition (and closely connected with its name) intrinsic motivation is thought of as being within the task itself: a sense of achievement, self-esteem, pride in solving the problem, enjoyment of the class, being able to use the language as desired. (Johnson Johnson, 1998, p.220.) Extrinsic motivation, on the other hand, is connected with other consequences of success on the task (Johnson Johnson, p.220.), such as promotion at ones workplace, good grades, and so on. Another model of classification is that of Robert Gardners (as cited in Ehrman, 1996). He divided motivation into instrumental and integrative types. The first may be equated to extrinsic motivation, while the other is more interesting; it has to do with the desire to become part of a target language community. (Ehrman, 1996) As the research of motivation in language learning progressed, many other theories have been drawn up, using similar and new motivating elements as well. An especially intricate model of motivation has been created by Zoltà ¡n Dà ¶rnyei. It is called the L2 Motivational Self System and it consists of three main components: ideal L2 self, ought-to L2 self and the L2 learning experience. (as cited in Csizà ©r Kormos, 2009, p.99.). The ideal L2 self is an image of how students would like to see themselves, in this case, as fluent speakers of a given language. This component includes Gardners integrative motivation as well. The ought-to L2 self includes the characteristics of an ideal person who is able to evade failure in language study. The notion of L2 learning experience is quite easy to grasp, it basically means the motivating force of the learning settings. An experiment that Csizà ©r and Kormos (2009) conducted with the participation of secondary school and university students in Budapest gave the results that the main factors influencing language learning were the ideal L2 self and the learning experiences, while the role of the ought-to L2 self seemed marginal (Csizà ©r Kormos, p.109.). Although this study is bound to be somewhat narrow to draw too general conclusions from, it clearly demonstrates an important idea: the learning environment has a great influence on student motivation. As is shown by the experiment of Csizà ©r and Kormos (2009), some motivation types have an implication for language instruction, because they may be influenced by teaching strategy. However, there are several problems with enhancing motivation. In the first place, as it has been mentioned before, it is not an easy task to study motivation: motivation types are notoriously difficult to isolate and motivation is problematical to measure. Moreover, the relationship of theory and research to classroom situation (Johnson Johnson, 1998, p.223.) is also questionable, that is, the theories are often difficult to prove and apply in real life situations. What is more, although motivation is generally considered to be necessary, teachers might not be able to devote enough attention to it, because of the large size of the learning group or other unfavourable circumstances. Finally, there are cases when motivation simply cannot be influenced from the outside, as in the case of integrative motiv ation of a person who pointedly dislikes a culture associated with a language or feels aversions to the language itself. In spite of all these complications, there has been a consistent move towards motivation-enhancing learning activities (Johnson Johnson, 1998, p.224.). The ways Ehrman (1996) suggests to deal with lack of motivation are the following: most importantly she advises listening to the anger, tension, and mixed motivations (p.142) of the unenthusiastic students and helping them cope with their destructive emotions using, for example, relaxation exercises(p.143). Another idea of Ehrman (1996) is to motivate students with activities that are in accordance with their interests and pastimes. These strategies sound very practical and sensible, however, they have considerable limitations taking into account the varied composition of the class and the fact that the teacher is not a psychologist. There are other, more theoretical means that are thought to boost motivation as well. According to Stevick (as cited in Johnson Johnson, 1998) relevance of material to the students language requirements , completeness of the syllabus, authenticity of the information provided, satisfaction of students beyond learning and immediacy of the knowledge gained are five types of reward that could be built into materials and would encourage students to persevere and succeed. (Johnson Johnson, 1996, p.224.). Some of Stevicks ideas, namely that of relevance, authenticity and immediacy have already been adopted (the first two by the Language for Specific Purposes movement and the last one in Notional Functional Syllabuses), while completeness and satisfaction are more debated (Johnson Johnson, p.224.) In summary, motivation is a slippery notion that can be neither measured properly, nor examined very precisely, as it changes from community to community, from person to person, and may even change in the learning history of a single student. Still, there are ways to study motivation and as it is admittedly an important factor of language learning, research and practice, hand in hand, should try to find ways to make it as high as possible. References Csizà ©r, K., Kormos, J. (2009). Learning Experiences, Selves and Motivated Learning Behaviour: A Comparative Analysis of Structural Models for Hungarian Secondary and University Learners of English. In Z. Dà ¶rnyei E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 98-119). Bristol, England: Multilingual Matters. Ehrman, M. E. (1996). Understanding Second Language Learning Difficulties. London: SAGE. Johnson, K., Johnson H. (Eds.). (1998). Motivation. In Encyclopedic Dictionary of Applied Linguistics. (pp. 219-225). Oxford, England: Blackwell.

Savage Journey in Joseph Conrads Heart of Darkness Essays -- Heart Da

Heart of Darkness:   Savage Journey  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Inherent inside every human soul is a savage evil side that remains repressed by society. Often this evil side breaks out during times of isolation from our culture, and whenever one culture confronts another. History is loaded with examples of atrocities that have occurred when one culture comes into contact with another. Whenever fundamentally different cultures meet, there is often a fear of contamination and loss of self that leads us to discover more about our true selves, often causing perceived madness by those who have yet to discover their own self.   Joseph Conrad’s book, The Heart of Darkness is a story about Man’s journey into his self, the discoveries to be made there and about Man confronting his fears of insanity, death, and cultural contamination.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   During Marlow’s mission to find Kurtz, he is also trying to find himself. He, like Kurtz had good intentions upon entering the Congo. Conrad tries to show us that Marlow is what Kurtz had been, and Kurtz is what Marlow could become. Every human has a little of Marlow and Kurtz in them.   Marlow says about himself, "I was getting savage (Conrad)," meaning that he was becoming more like Kurtz. Along the trip into the wilderness, they discover their true selves through contact with â€Å"savage† natives.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As Marlow ventures further up the Congo, he feels like he is traveling back through time. He sees the unsettled wilderness and can feel the darkness of its solitude. Marlow comes across simpler cannibalistic cultures along the banks. The deeper into the jungle he goes, the more regressive the inhabitants seem.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Kurtz had lived in the Congo, and was separated from his own culture for qu... ...ure, a self-discovery happens. Both cultures realize that deep down inside, all humans are essentially the same. We all posses a good and an evil side, and no culture no matter how "advanced," is exempt from that fact. This discovery often causes madness as this evil side is allowed out. Only those who have completed the "journey into self" can understand the actions of people such as Kurtz. They are alone in this world of horror. Works Cited Conrad, James. Heart of Darkness and Other Tales. New York, Paperbacks ltd.   1996. 1.  Ã‚  Ã‚  Ã‚  Ã‚   Underline titles of novels. 2.  Ã‚  Ã‚  Ã‚  Ã‚   When writing quotes, the last quotation mark should come immediately after the last word of the quote, not after the parentheses. 3.  Ã‚  Ã‚  Ã‚  Ã‚   Great work on the works cited. 4.  Ã‚  Ã‚  Ã‚  Ã‚   The introduction should be limited to one paragraph.   5.  Ã‚  Ã‚  Ã‚  Ã‚   Overall, your paper is well-organized.

Gender Roles In The importance of Being Earnest Essay

In The Importance of Being Earnest, the question of each gender’s role in society often centers on power. In the Victorian world men had greater influence than women. Men made the decisions for their families, while women worked around the house. Wilde raises interesting questions about gender roles in The Importance of Being Earnest, by putting women (like Lady Bracknell) in positions of power and by showing that men can be irresponsible and bad at Decision-making The traditional view of gender relations in the Victorian era was that men were active, manly, assertive and economically independent whilst women were assumed to be passive, pliant and dependent. I believe that Oscar Wilde does challenge these traditional roles deliberately to make humor out of these characteristics and to make fun of the conventional roles of society. The two main male characters, Jack and Algernon, cannot really be regarded as masculine, or at any rate both of them do not fit the criteria for wha t characteristics a stereotypical Victorian man would be they are both what people at that time would call ‘dandy’s’. Algy and jacks un gentlemanly behavior and trivial pursuits can be seen as comic and deliberate in making men seem less powerful and serious. Algy is also a little too concerned with clothing to come across as masculine. This can be seen when he criticizes Jack by saying that he had ‘never known anyone to put so much effort into dressing and to produce so little effect’. Algernon also says in Act two when talking to Cecily that he wouldn’t trust Jack to buy his outfits as he has ‘†no taste in neckties†. Algy is dandy, making him unmasculine and a bit of a joke in the eyes of the Victorian audience. †¨Ã¢â‚¬ ¨ A time in the play when we see women as having more power then men is in the character lady Bracknel, she is strong and blunt even coming across as a bit intimidating we get the feel that even Algy is afraid of her as he would rather make up a fake man then tell her that â€Å" he cannot have the pleasure of dinning† with her. Another strong female character we see is Gwendolyn. She is feminine in some aspects like how se wanted the proper engagement (she makes jack proposes formally), but at the same time she can be seen as more masculine then Jack especially because she is quite assertive. Gwendolyn is also breaking stereotypes as when her  mother tells her to wait in the carriage but she defies her, were as most girls at this time would not even dare to disobey there mothers. A good example of Gwendolyn being assertive is when Jack is made to propose to her properly. Even though Gwendolyn knows exactly what he is going to ask her and she even tells him that she is going to accept him before he proposes, Gwendolyn insists on a proper proposal, which is absurd. †¨Ã¢â‚¬ ¨Gwendolyn is clearly going to be more and more like her mother as she matures we see Algy mention this when he says that a girl’s worst flaw is that â€Å"they will end up just like their mothers†. Her mother, Lady Bracknell, is probably the most masculine character in the play. She is very pompous and the most assertive of all the characters. She has the power to stop Jack from marrying Gwendolen and has the ability to boss the male characters of the play around. Lady Bracknell’s masculinity is funny because it is almost absurd. She is seen as lacking some more feminine characteristics like sympathy for example she has no sympathy for Bunbury who she claims â€Å"should just make up his mind whether he is going to live or die† .She gives Jack no condolences when he says that he had â€Å"lost† both his parents, instead she says that he was careless, and when he explains that he was found she appears to be outraged and shocked giving us the impression that she has control over the situation. Lady Bracknell has the upper hand over all the main characters in the play. †¨Ã¢â‚¬ ¨After the examination of the female characters it can be concluded that the female characters are not really typical Victorian women than are Algernon and Jack typical Victorian men. Oscar Wilde has created characters that challenge the Victorian views of gender relations and this is what causes the play to be so funny. The characters are not what you would expect and can be seen as over exaggerated stereotypes of gender roles at the time.

Family Centered Care A Belief That The Health Care Staff...

Family centered care is a belief that the health care staff and the family should work together in order to meet the needs of the patient. By working together, the patient receives the best care while respecting the choices of the family. Nurses must provide dignity and respect by listening to values, beliefs, and cultural backgrounds to provide the best care plan (St Jude Children’s Research Hospital, n.d.). Nurses must communicate unbiased, accurate information to the patient and their family in order to facilitate decision making. Nurses need to encourage and support the family’s decisions. We must recognize that each family is unique. We must acknowledge that emotional, developmental, and social support are important components of a patient’s health care. There are several approaches to family nursing to take into consideration. These are: Family as Context, Family as Client, Family as System, and Family as Component of Society (Kaakinen, Coehlo, Steele, Taba cco, Hanson, 2015). In this paper, I will explain each of these approaches and give a personal example of patients and families I have experienced these approaches with. Family as Context provides a traditional approach to family nursing where the patient is the focus of care and the family serves as a context (Kaakinen et al., 2015). I have a patient that has had cerebral palsy since infancy. She is unable to walk or talk and solely depends on her family for all of her care. She lives at home with her motherShow MoreRelatedFamily Centered Care : A Belief That The Health Care Staff And The Family1010 Words   |  5 PagesFamily centered care is a belief that the health care staff and the family should work together in order to meet the needs of the patient. By working together, the patient receives the best care while respecting the choices of the family. 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It is dynamic and Family Centered Care A Belief That The Health Care Staff... Family centered care is a belief that the health care staff and the family should work together in order to meet the needs of the patient. By working together, the patient receives the best care while respecting the choices of the family. Nurses must provide dignity and respect by listening to values, beliefs, and cultural backgrounds to provide the best care plan (St Jude Children’s Research Hosptial, 2016). Nurses must communicate unbiased, accurate information to the patient and their family in order to facilitate decision making. Nurses must encourage and support the family’s decisions. We must recognize that each family is unique. We must acknowledge that emotional, developmental, and social support are important components of a†¦show more content†¦They must provide total care, which includes feeding, bathing, transferring from bed to wheelchair, and personal hygiene. As her nurse, I check in on her on a weekly basis and also give her shots when needed. H owever, I have to work directly with her family to understand communication with the patient since she is non-verbal. Studies have shown that parents desire a nurse to communicate directly with a child with cerebral palsy using alternative communications (Hemsley et al., 2014). Collaborating with the patient’s family allowed me to learn non-verbal cues to how the patient was feeling, her mood, and some basic sounds she makes. This patient also has â€Å"white coat† syndrome and when I was able to relate to her better, she became comfortable with me coming to see her. Her sister is also associated with our company and is employed as a home health aide. This provides relief for the sister when she has to go out to help with other patients that only require light duty housework. The patient remains pretty stable most of the time despite her debilitating illness. Since the patient is unable to talk and relay her feelings, concerns, or pain, I rely on her family for informa tion needed to care for the patient to the best of my ability. They are very informative and can tell by her body language, facial expressions, and grunts how the patient is feeling. By collaborating with the family, we are able to provide the best