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This ideal L2 self promotes motivation by inspiring the present self to strive to become the ideal self, which promotes integrative and internalized instrumental motivation in language learning. [17] The ought-to L2 self includes the attributions a person believes they should have in order to meet expectations or avoid negative outcomes, which ...
The speech itself is popularly known as a pep talk. [2] Motivational speakers can deliver speeches at schools, colleges, places of worship, companies, corporations, government agencies, conferences, trade shows, summits, community organizations, and similar environments. [3] [4]
Dörnyei studied the impact of group dynamics on second language learning. [4] He found that group psychology can shape a learner's behavior as well as their motivation to learn. [4] The way that learners feel when they are in a classroom group can influence the effort they put into learning. [10]
In English-speaking countries, they have integrative motivation, the desire to learn the language to fit into an English-language culture. They are more likely to want to integrate because they 1. Generally have more friends and family with English language skills. 2. Have immediate financial and economic incentives to learn English. 3.
Stephen Krashen makes a distinction between language acquisition and language learning (the acquisition–learning distinction), [47] claiming that acquisition is a subconscious process, whereas learning is a conscious one. According to this hypothesis, the acquisition process for L2 (Language 2) is the same as for L1 (Language 1) acquisition.
Through their student-centered, project-based approach, they invest in young black men, give them access to technology training, and plug them into an ecosystem of innovation and empowerment.
3. Celebrate Function, Not Just Form. Your body is more than a sculpture to be admired. It is the vehicle or vessel for your life and through which you may accomplish your dreams.
Motivating language theory (ML) is an academic theory within the broader field of communication. The theory was originally proposed by J. Sullivan in 1988 as a framework for studying effective communication from leaders to followers. [ 1 ]