I. The Dark Side of Motivation in the Writing Classroom

 Icy Lee
The Chinese University of Hong Kong

In the language classroom, motivation, or demotivation (i.e. negative influences that ruin student motivation), is a complex notion and the result of dynamic interactions with the social context of learning.  While a large number of studies have investigated language learning motivation in general, much less has been written about student motivation in the writing classroom.  Drawing upon insights gathered from my previous research studies on second language writing in local classrooms, this paper examines the factors that adversely affect student motivation in writing. The paper concludes with suggestions to help teachers re-think strategies to boost student motivation in the writing classroom.

 kblee Icy Lee is a Professor in the Department of Curriculum and Instruction at the Faculty of Education of The Chinese University of Hong Kong. Her main research interests include second language writing and second language teacher education. She was formerly President of Hong Kong Association for Applied Linguistics and Chair of the Non-native English Speakers in TESOL (NNEST) Interest Section of TESOL International Association. Her publications have appeared in a number of international journals, such as Journal of Second Language Writing, Language Teaching, ELT Journal, TESOL Quarterly and System. She has been the recipient of a number of awards, including the 2013 TESOL Award for an Outstanding Paper on NNEST Issues (with Mary Shepard Wong and Xuesong Gao), 2010 TESOL Award for Excellence in Teaching, and 1999 TESOL Award for Excellence in the Development of Pedagogical Materials. She has also received the 2008 Journal of Second Language Writing Best Paper Award for her article “Understanding teachers’ written feedback practices in Hong Kong secondary classrooms”. Currently, she is an Associate Editor of The Asia-Pacific Education Researcher and Education Journal, and a member of the editorial board of a number of international journals, such as TESOL Quarterly, Journal of Second Language Writing and Assessing Writing.

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 II. Context and Language Transfer

 Chuming WANG
Guangdong University of Foreign Studies

Many factors contribute to language transfer with context as one that has hitherto received relatively insufficient attention (see Odlin, 1989; 2003; Ringbom, 2007). Recent developments in linguistic studies and language acquisition research afford important insights into the role of context in language transfer. Usage-based linguistics in particular, which views language knowledge as experience, inherently attaches importance to context in language acquisition and use, shedding new light on language transfer. This presentation addresses the language transfer issue from a contextual perspective. It begins by summarizing the core principles of usage-based linguistics germane to the issue. Then the central role of contextual interaction in language learning and use is discussed in relation to one mechanism of language transfer, which I call the compensation hypothesis. Finally, pedagogical implications from the hypothesis and ways to inhibit L1 interference in L2 learning are suggested.

 Wang Prof. Wang Chuming is a professor of English at the National Research Center for Linguistics and Applied Linguistics at Guangdong University of Foreign Studies. He is also president of the Chinese Society of Second Language Research. His main research interest is in second language development and in applying SLA theories and research findings to teaching L2 English and L2 Chinese. His work along this line has enabled him to develop a teaching model called the Length Approach to ELT, which aims to help improve learners’ L2 proficiency through writing. His formulation of the Compensation Hypothesis and its extension “the Learn-Together-Use-Together (LTUT) Principle”, which highlights the role of contextual knowledge in L2 learning, throw some light on the formation of Chinglish and afford implication for L2 teaching. He is currently the principal investigator of a national project on the cognitive process involved in L2 learning and teaching of Chinese. He has published papers in Language Learning, Applied Linguistics and some Chinese top-tier journals of foreign language studies. His books include Applied Psycholinguistics: A L2 learning Perspective, The Study of Self-concept of Chinese Learners of L2 English and How a Foreign Language Is Learned. He has won two national awards for research on teaching in China.