MOTIVATIONAL STRATEGIES IN CHINESE LANGUAGE ONLINE LEARNING SETTING

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MOTIVATIONAL STRATEGIES IN CHINESE LANGUAGE
ONLINE LEARNING SETTING

• Ohio State University
• Bo Zhu

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Motivation And Language Learning

•  A motivated learner is (a) eager to learn the
  language, (b) willing to expend effort on the
  learning activity, and (c) willing to sustain the
  learning activity (Gardner,1985).
• Motivation arouses, directs, and sustains
  increased performance (Duttweiler, 1986).
• A students motivation is the most critical
  factor for success within computer-assisted
  language learning (CALL) environments (Brandl,
  2002 Desmarais, 2002 Doherty, 2002 Gilbert,
  2001 Ushida, 2005).
• The Role of Motivation in L2 Learning (Gardners
  model 2000)

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Intrinsic Motivation for Learning

• Above all the basic wants, the brain wants
  survival. This survival machine is
  self-regulated. To survive, we must be in
  control, or believe that we are. Therefore
  wanting survival means wanting control.
• We are ruled by the pleasure system i.e. I want
  this, and our fear system i.e. I dont want
  that. Our brain is in the constant process of
  evaluating our environment and then develops
  strategies to enhance our opportunities and
  minimize our dangers in order to survive. We
  survive by thinking, planning, and deciding.
• Fear and pleasure are innate, however what to
  fear and what gives us pleasure may be learned.
  Cognition triggers a type of internal reward
  system, we want to learn because we enjoy it and
  in order to survive we have to learn.
• As educators, must help people see how it matters
  in their own lives. Because our emotions are such
  an integral part of the survival system, if we
  expect people to learn, we must expect to
  encounter emotion, and we must take it seriously
• The extrinsic rewards (such as grades,
  scholarships golden stars) are aimed at the
  wrong target, they have no natural relationship
  to the internal life of learning. Intrinsic
  motivation is automatically connected with
  learning. If our aim is to help others learn, we
  must identify what is already motivating them.
  This is not to say that extrinsic rewards are
  altogether worthless, they can serve a stepping
  stone toward intrinsic rewards.

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Three Motivational Strategies In Designing An
Online Language Course

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• TO ESTABLISH A LEARNING COMMUNITY
• Main characters in the story serve as learning
  buddies.
• A forum creates the learner-to-learner
  communication.
• 2) TO REWARD LEARNING WITH LEARNING
• 3) TO CONSTRUCT AN ACTIVE LEARNING SETTING
• Individualized instruction with CMC
• Approach the learning target from different
  angles

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Project Introduction

• Project Title Play Smart Beyond 8 Hrs
• Delivery Media Internet-based material
• Level Intermediate to advanced level
• Target Population Learners of Chinese as a
  Foreign Language who are or will be living in
  China as professionals.
• Objective
• To interact with their Chinese work
  associates,
• To blend themselves into the Chinese social
  life,
• To build up successful interpersonal
  networks.

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Strategy 1 to establish a learning community

• Main characters in the story serve as learning
  buddies.

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Strategy 1 to establish a learning community

• A forum creates the learner-to-learner
  communication.
•  

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Strategy 2 to reward learning with learning

• A CULTURAL TIP
• The tips are all contributed by previous learners
  of Play Smart.
• TIP-WRITER AWARD
• After collecting 50 tips, the learner wins the
  honor to write his or her own cultural tips,
  which will be include in the existing tip
  reservoir.
• TRANSITION OF LEARNING POWER
• The power of learning is transmitted from
  extrinsic support to intrinsic strength.
•  

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Strategy 3 to construct an active learning
setting

• Approach the learning target from different
  angles

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Strategy 3 to construct an active learning
setting

• INDIVIDUALIZED INSTRUCTION WITH CMC
• The loneliness of distance learning
• The sense of social link
• The satisfaction of authentic communication

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Conclusion

•  With the new media and technologies, language
  educators can improve students motivation in
  online self-learning by creating a communicative,
  active, and intrinsically motivating learning
  environment. It is our goal that learners can
  enjoy learning with computer assistance and, most
  importantly, learn with joy.

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 References

•  Chang, MM. 2010. Effects of Self-Monitoring on
  Web-Based Language Learner. CALICO Journal,
  v. 27 issue 2, p. 13.
• Duttweiler, P. C. (1986). Educational excellence
  and motivating teachers. (ERIC Document
  Reproduction Service No. ED 275 791).
• Gardner, R. C. (1985). Social psychology and
  second language learning The role of attitudes
  and motivation. London Edward Arnold.
• Zull, James E. 2002. The art of changing the
  brain enriching teaching by exploring the
  biology of learning. Sterling, Va Stylus Pub.