Thesis Chapters by Intan Raihana Rahimi
This talk discusses integrative motivation from the perspective of the socio-educational model of... more This talk discusses integrative motivation from the perspective of the socio-educational model of second language acquisition, and will focus on six topics. The first concerns the concept of motivation which can be shown to comprise at least 10 cognitive, affective and conative components. The second topic is the socio-educational model of second language acquisition. It is presented in two forms. One is the fundamental model which proposes that two major factors, ability and motivation, interact with language acquisition contexts to produce linguistic and nonlinguistic outcomes. It is assumed that the educational setting and the cultural context influence motivation. The other shows the relationships among ability, attitude, motivation, language anxiety and language achievement variables. The third topic is the Attitude Motivation Test Battery (AMTB) in which the components of the model and their assessment are presented. The fourth topic focusses on a brief review of some empirical findings based on our research.
I have been asked on occasion why I think there must be some sort of motivation to learn a second... more I have been asked on occasion why I think there must be some sort of motivation to learn a second language, because most people learn at least one language, and often children from a bilingual home learn two languages, apparently with ease. Moreover, these people speak the language, they understand the language, and often they both read and write it, so why should motivation be important. My answer is that generally language is an integral part of growing up (which provides motivation in its own right), and is necessary to communicate and participate in ones environment. Often, this is not the case for second languages, especially those Alearned@ in school. There are many advantages for knowing other languages but they are not absolutely necessary, and as a consequence, motivation (as well as ability) can play an important role in learning a second language. And there are many things that can affect this motivation. I hope today to convince you of the importance of motivation in second language acquisition and to demonstrate that it is more complex than merely wanting to learn the language.
The noticeable differences between urban and suburban schools have a severe impact on the childre... more The noticeable differences between urban and suburban schools have a severe impact on the children's morals, beliefs, and attitudes towards their education. As one author describes, "these schools have a higher than normal rate of scholastic failure, truancy, discipline problems, dropouts, pupil transition and teacher turnover. Poor health, inadequate motivation, malnutrition, lack of basic learning skills-all are found to a greater extent among children in urban areas than among students in suburbs" (Pinkney, 2000). This portion of my web project will inspect why this is the case with urban students and what factors could be influencing this downfall. Also, I will address ways in which students who have fallen into this academic hole can find their way back to a state of success.
Motivation and second language acquisition, trabajo fin de grado de Susana Fernández Orío, dirigi... more Motivation and second language acquisition, trabajo fin de grado de Susana Fernández Orío, dirigido por María del Pilar Agustín Llach (publicado por la Universidad de La Rioja), se difunde bajo una Licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 Unported. Permisos que vayan más allá de lo cubierto por esta licencia pueden solicitarse a los titulares del copyright.
Positive results for students will come from changes in the knowledge, skill, and behavior of the... more Positive results for students will come from changes in the knowledge, skill, and behavior of their teachers and parents. State policies and programs must provide the opportunity, support, incentive, and expectation for adults close to the lives of children to make wise decisions.
This study examined the cross-situational patterns of behavior problems shown by children in rura... more This study examined the cross-situational patterns of behavior problems shown by children in rural and urban communities at school entry. Behavior problems exhibited in home settings were not expected to vary significantly across urban and rural settings. In contrast, it was anticipated that child behavior at school would be heavily influenced by the increased exposure to aggressive models and deviant peer support experienced by children in urban as compared to rural schools, leading to higher rates of school conduct problems for children in urban settings. Statistical comparisons of the patterns of behavior problems shown by representative samples of 89 rural and 221 urban children provided support for these hypotheses, as significant rural-urban differences emerged in school and not in home settings. Cross-situational patterns of behavior problems also varied across setting, with home-only patterns of problems characterizing more children at the rural site and school-only, patterns of behavior problems characterizing more children at the urban sites. In addition, whereas externalizing behavior was the primary school problem exhibited by urban children, rural children displayed significantly higher rates of internalizing problems at school. The implications of these results are discussed for developmental models of behavior problems and for preventive interventions.
Learning English as a second language takes different approaches and different strategies in orde... more Learning English as a second language takes different approaches and different strategies in order for the learners to become proficient in the language. The learning of a second language should not be restricted to the classroom. To sustain the learning of a language in the classroom, efforts must be coordinated to ensure that the learning of the language can be continued outside the classroom as well. Learning English as a second or foreign language in a rural area where the language is hardly being spoken and its needs for everyday use is hardly available, put the learners in a much disadvantaged situation. The situation is further worsen by the fact that sometimes the English language subject is not even taught by teachers who are proficient enough in the language, let alone by teachers who have not been formerly trained to teach English as a subject. In some cases, due to shortage of trained English teachers, the English language teachers in the rural areas are chosen from among the teachers who can speak the language, regardless of which level of proficiency they are in the language. And these are the people who have been entrusted to shoulder the responsibility of teaching in some if not most rural areas in Malaysia.
Learning English as a second language takes different approaches and different strategies in orde... more Learning English as a second language takes different approaches and different strategies in order for the learners to become proficient in the language. The learning of a second language should not be restricted to the classroom. To sustain the learning of a language in the classroom, efforts must be coordinated to ensure that the learning of the language can be continued outside the classroom as well. Learning English as a second or foreign language in a rural area where the language is hardly being spoken and its needs for everyday use is hardly available, put the learners in a much disadvantaged situation. The situation is further worsen by the fact that sometimes the English language subject is not even taught by teachers who are proficient enough in the language, let alone by teachers who have not been formerly trained to teach English as a subject. In some cases, due to shortage of trained English teachers, the English language teachers in the rural areas are chosen from among the teachers who can speak the language, regardless of which level of proficiency they are in the language.
This paper presents a descriptive study of Malaysian urban and rural students' attributions for s... more This paper presents a descriptive study of Malaysian urban and rural students' attributions for success and failure in learning English as a second language. Data was collected using the Attribution to Success and Failure Questionnaires (ASQ & AFQ), based on previous research conducted by . The findings indicated that urban and rural students held different attribution ratings for the success and failure for learning English as a second language with the urban group being more willing to attribute success to their own ability, effort, and study skills than the rural group. Based on this data, we can hypothesize that the urban group are much more study-wise and confident as they have a greater belief in their own ability to take control of their successes in the language classroom. Keywords: attribution to success and failure, English learning, urban and rural students
Papers by Intan Raihana Rahimi
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Thesis Chapters by Intan Raihana Rahimi
Papers by Intan Raihana Rahimi