Motivation: Reopening the Research Agenda

Motivation is not currently the subject of extensive investigation in applied linguistics, despite the interest that many teachers have in it. Although there is intermittent discussion of social-psychological explanations of second language (SL) learning in major journals (Au 1988; Soh, 1987; Svanes, 1987) and although introductory texts on second language learning inevitably contain a chapter or sub-unit on the topic of motivation (Brown, 1987; Dulay, Burt & Krashen, 1982; Ellis, 1985; Klein, 1986; Stern, 1983), one indication of the current lack of vitality of research in this area is the fact that the discussion of motivation in such texts is curiously isolated from broader theoretical concerns. As far as second language acquisition theory is concerned, motivation is typically grouped together with various aspects of personality and emotion - miscellaneous factors which may play a role in acquisition. Current SL discussion on this topic lacks validity in that it is not well-grounded in the real world domain of the SL classroom, nor is it well-connected to other related educational research (though this should be particularly important in an interdisciplinary area). In this paper, we first review the limitations in what the SL research community has generally termed "motivation". Then we note the difference between the way the term has been used by SL researchers and how it is used by regular teachers. Taking these two points as indicative of the problematicity of this area of work at present, we then go on to review educational and psychological research done on the topic which should inform SL studies. We conclude by setting out a research agenda which if carried out might redress the current unsatisfactory understanding of this topic in the SL field.Motivation is not currently the subject of extensive investigation in applied linguistics, despite the interest that many teachers have in it. Although there is intermittent discussion of social-psychological explanations of second language (SL) learning in major journals (Au 1988; Soh, 1987; Svanes, 1987) and although introductory texts on second language learning inevitably contain a chapter or sub-unit on the topic of motivation (Brown, 1987; Dulay, Burt & Krashen, 1982; Ellis, 1985; Klein, 1986; Stern, 1983), one indication of the current lack of vitality of research in this area is the fact that the discussion of motivation in such texts is curiously isolated from broader theoretical concerns. As far as second language acquisition theory is concerned, motivation is typically grouped together with various aspects of personality and emotion - miscellaneous factors which may play a role in acquisition. Current SL discussion on this topic lacks validity in that it is not well-grounded in the real world domain of the SL classroom, nor is it well-connected to other related educational research (though this should be particularly important in an interdisciplinary area). In this paper, we first review the limitations in what the SL research community has generally termed "motivation". Then we note the difference between the way the term has been used by SL researchers and how it is used by regular teachers. Taking these two points as indicative of the problematicity of this area of work at present, we then go on to review educational and psychological research done on the topic which should inform SL studies. We conclude by setting out a research agenda which if carried out might redress the current unsatisfactory understanding of this topic in the SL field.Motivation is not currently the subject of extensive investigation in applied linguistics, despite the interest that many teachers have in it. Although there is intermittent discussion of social-psychological explanations of second language (SL) learning in major journals (Au 1988; Soh, 1987; Svanes, 1987) and although introductory texts on second language learning inevitably contain a chapter or sub-unit on the topic of motivation (Brown, 1987; Dulay, Burt & Krashen, 1982; Ellis, 1985; Klein, 1986; Stern, 1983), one indication of the current lack of vitality of research in this area is the fact that the discussion of motivation in such texts is curiously isolated from broader theoretical concerns. As far as second language acquisition theory is concerned, motivation is typically grouped together with various aspects of personality and emotion - miscellaneous factors which may play a role in acquisition. Current SL discussion on this topic lacks validity in that it is not well-grounded in the real world domain of the SL classroom, nor is it well-connected to other related educational research (though this should be particularly important in an interdisciplinary area). In this paper, we first review the limitations in what the SL research community has generally termed "motivation". Then we note the difference between the way the term has been used by SL researchers and how it is used by regular teachers. Taking these two points as indicative of the problematicity of this area of work at present, we then go on to review educational and psychological research done on the topic which should inform SL studies. We conclude by setting out a research agenda which if carried out might redress the current unsatisfactory understanding of this topic in the SL field.Motivation is not currently the subject of extensive investigation in applied linguistics, despite the interest that many teachers have in it. Although there is intermittent discussion of social-psychological explanations of second language (SL) learning in major journals (Au 1988; Soh, 1987; Svanes, 1987) and although introductory texts on second language learning inevitably contain a chapter or sub-unit on the topic of motivation (Brown, 1987; Dulay, Burt & Krashen, 1982; Ellis, 1985; Klein, 1986; Stern, 1983), one indication of the current lack of vitality of research in this area is the fact that the discussion of motivation in such texts is curiously isolated from broader theoretical concerns. As far as second language acquisition theory is concerned, motivation is typically grouped together with various aspects of personality and emotion - miscellaneous factors which may play a role in acquisition. Current SL discussion on this topic lacks validity in that it is not well-grounded in the real world domain of the SL classroom, nor is it well-connected to other related educational research (though this should be particularly important in an interdisciplinary area). In this paper, we first review the limitations in what the SL research community has generally termed "motivation". Then we note the difference between the way the term has been used by SL researchers and how it is used by regular teachers. Taking these two points as indicative of the problematicity of this area of work at present, we then go on to review educational and psychological research done on the topic which should inform SL studies. We conclude by setting out a research agenda which if carried out might redress the current unsatisfactory understanding of this topic in the SL field

Multi-wavelength Radio Continuum Emission Studies of Dust-free Red Giants

Multi-wavelength centimeter continuum observations of non-dusty, non-pulsating K spectral-type red giants directly sample their chromospheres and wind acceleration zones. Such stars are feeble emitters at these wavelengths however, and previous observations have provided only a small number of modest S/N measurements slowly accumulated over three decades. We present multi-wavelength Karl G. Jansky Very Large Array thermal continuum observations of the wind acceleration zones of two dust-free red giants, Arcturus (Alpha Boo: K2 III) and Aldebaran (Alpha Tau: K5 III). Importantly, most of our observations of each star were carried out over just a few days, so that we obtained a snapshot of the different stellar atmospheric layers sampled at different wavelengths, independent of any long-term variability. We report the first detections at several wavelengths for each star including a detection at 10 cm (3.0 GHz: S band) for both stars and a 20 cm (1.5 GHz: L band) detection for Alpha Boo. This is the first time single luminosity class III red giants have been detected at these continuum wavelengths. Our long-wavelength data sample the outer layers of Alpha Boo's atmosphere where its wind velocity is approaching its terminal value and the ionization balance is becoming frozen-in. For Alpha Tau, however, our long-wavelength data are still sampling its inner atmosphere, where the wind is still accelerating probably due to its lower mass-loss rate. We compare our data with published semi-empirical models based on ultraviolet data, and the marked deviations highlight the need for new atmospheric models to be developed. Spectral indices are used to discuss the possible properties of the stellar atmospheres, and we find evidence for a rapidly cooling wind in the case of Alpha Boo. Finally, we develop a simple analytical wind model for Alpha Boo based on our new long-wavelength flux measurements

Modelling Acoustics in Ancient Maya Cities: Moving Towards a Synesthetic Experience Using GIS & 3D Simulation

Archaeological analyses have successfully employed 2D and 3D tools to measure vision and movement within cityscapes; however, built environments are often designed to invoke synesthetic experiences. GIS and Virtual Reality (VR) now enable archaeologists to also measure the acoustics of ancient spaces. To move toward an understanding of synesthetic experience in ancient Maya cities, we employ GIS and 3D modelling to measure sound propagation and reverberation using the main civic-ceremonial complex in ancient Copán as a case study. For the ancient Maya, sight and sound worked in concert to create ritually-charged atmospheres and architecture served to shape these experiences. Together with archaeological, iconographic, and epigraphic data, acoustic measures help us to (1) examine potential locations of ritual performance and (2) determine spatial placement and capacity of participants in these events. We use an immersive VR headset (Oculus Rift) to integrate vision with spatial sound and sight to facilitate an embodied experience

The demise of the Parliament’s Political and Constitutional Reform Comittee: executive power is again predominant

Just how strong is the Conservatives mandate? With only 24.7% of eligible voters opting to support them, perhaps not as strong as their majority might suggest. One of their first moves has been to abolish the House of Commons Political and Constitutional Reform Committee, a key organ of democracy in the struggle to improve British democracy. Here, the most recent Chair of the Committee Graham Allen MP, Martin Smith, and Dave Richards argue that the whole affair illustrates an indulgence of executive power over the legislature

Feedback-enhanced algorithm for aberration correction of holographic atom traps

We show that a phase-only spatial light modulator can be used to generate non-trivial light distributions suitable for trapping ultracold atoms, when the hologram calculation is included within a simple and robust feedback loop that corrects for imperfect device response and optical aberrations. This correction reduces the discrepancy between target and experimental light distribution to the level of a few percent (RMS error). We prove the generality of this algorithm by applying it to a variety of target light distributions of relevance for cold atomic physics.Comment: 5 pages, 4 figure

Differences in Antibiotic Resistance in Fresh-water Bacteria from Furman Lake and Feeder Streams

A one page summary by three Furman students describing their research on bacteria found in the Furman Lake.https://scholarexchange.furman.edu/lake-documents/1007/thumbnail.jp

UAV Operator mental workload:A neurophysiological comparison of mental workload and vigilance

Human Factors can offer insights into the nature of human performance across many different domains. The steady increase of unmanned systems presents not only a unique challenge in terms of defining the nature of human-system interaction, but also the demand for providing decision support systems to assist the human operate multiple of these systems, or indeed operate beyond line of visual sight. The nature of cognitive performance can involve a high degree of complexity and in many instances result in disagreement over what it is that is actually being measured. The main cognitive processes that tend to be discussed in terms of operating UAVs tends to focus on mental workload and situation awareness. However, other constructs, such as vigilance, may be considered as important when we examine the task of commanding a UAV – more so when a single operator is supervising multiple UAVs. This paper presents the findings of a study whereby participants were asked to perform tasks involving the control of a UAV. Neurophysiological assessment was carried out by application of functional near infra-red spectroscopy, and results are discussed in relation to how this technique can provide insight into higher cognitive functions related to UAV operator state