Objectifs
1. You will show to your classmates what you have learned in French.
2. You will comment on someone's learning using SLA jargon.
Activités
1. You will make a video in which you show the objectives you have mastered. Do not use any paper when or do not write anything since the objective is for you to show what you have actually learned.
2. Once your classmates published their videos, you will watch two of them and make a comment in which you show you are able to connect SLA theory and real world evidence. For example, you can comment about crosslinguistic influences and explain how your classmates' L1 or L2 influences the target language (French or Spanish).
3. After reading the chapter for this week on motivation and watching the videos, you will write a short reflection about the type of motivation you had when you chose to learn the target language and how it has changed during the process. Make clear connections between theory and your experience by citing.
Hi Everyone,
ReplyDeleteCopy and paste the link below to watch me speak all the french words I know.
https://www.youtube.com/watch?v=E-7edILTdvY
Reflection on Motivation:
Based on my understanding of chapter 8 and the videos, I would fall under having an instrumental motivation, in relation to when I first starting learning French at the beginning of the semester. Instrumental motivation is best described as "pragmatic and utilarian reasons in which are important such as getting a better job or pursuing a higher level of education in L2 (Ortega, 2013, p. 173)." In other words, my motivation for learning the French language is knowing that after this 14-week course I will be receiving a grade in which will contribute to getting my degree. Many educators may also call this as an extrinsic motivation, doing something knowing that the individual will receive something in return.
However, after these past couple of weeks of watching the French videos and getting to interact with my peers, I have this feeling that my motivation is shifting more towards actually having a desire to learn the language, so It can facilitate me while traveling (Ortega, 2013, 173). I think I have realized the benefits of what the French language can bring outside of the school environment. Like I know sometime in the future I do plan on traveling to the other side of the world. So just knowing the French language could be very beneficial when I do decide to take that trip. As for the school setting, If I genuinely attempt to learn the language then It could open my eyes and think in the perspective of my English language learners. To overall, get an idea of how they may be feeling or thinking as they are trying to grasp two languages simultaneously. Also, who knows, maybe someday in the future I could possibly have a student whose L1 is French.
Priscilla,
DeleteAfter watching your video, I realized that some of the words that you know in French are the same ones that I know in french. Although this is not surprising since we did spend a lot of time on the weekends studying together, I just found it interesting that they were the same ones that were on the top of my head when making my video as well. In other reflections, I have mentioned that some of the french words were easier to remember because they sounded very similar to words in Spanish. I feel that that my L1 (spanish) does have a great influence on the target language. Do you feel the same or different? I believe that some of the words that we were able to remember easier, do you think it was because they were only subjected to one or two syllables?
Hi Kenia,
DeleteNice to know that we both have been able to remember the same content. Like you said, that definitely may have contributed from making the videos together. To answer your question, YES! I do believe the Spanish language has a great influence on our French learning. I remember for one of the videos we had to create, for the word University, the best way I was able to remember the pronunciation of the word was to basically remember how University is pronounced in Spanish. The word University is pronounced almost exactly the same for both French and Spanish. Only the ending of the word is different, like for French it's, "site" and for Spanish it's, "sided." So, I guess the pronunciation of Spanish words is what has been having the greatest influence on my French learning. As for your second question, I am not entirely sure, but that is something for me to think about and look into.
Thank You!
Priscilla Sambrano
Hello Priscilla,
DeleteI am going to add to the conversation about Spanish and how it seems like it influences speaking French. Have you noticed if your L1,which is English and L2 which is spanish, has influenced you remembering certain letters in the alphabet in your L3, which is French? When we were learning the alphabet in French, I noticed that a lot of it sounded similar to the alphabet in English and Spanish. Because of this, I think it was easier for me to remember. Did this happen to you as well?
Hello,
ReplyDeleteCopy and paste the link below to watch my video on phrases/words I know how to say in French.
https://www.youtube.com/watch?v=IL0Hk6zCY2M
Reflection:
Based on chapter 8 of Ortega, I believe that I would be considered to have instrumental motivation. Ortega states that instrumental motivation is "...when pragmatic and utilitarian reasons are important, such as getting a job or pursuing a higher level of education in the L2" (Ortega, 2013, p. 173). I believe this to be true because learning to speak French is solely for educational purposes. In other words, my motivation is to receive a good grade for this course in order to move onto the last phase of the educational program in order to graduate.
I believe that during the process, not much has changed and that I would still consider myself to have the instrumental motivation. It's very hard to move onto the knowledge motivation because of time. I find it hard to find time to learn a new language and it's very hard to receive practice if I am not surrounded by people who speak French. As for facilitate travel motivation, I am not much of a traveling person. I have only been to Florida and Nevada in my 22 years of living. This summer I plan on traveling to Puerto Rico, where I can speak Spanish and English. The places that I would like to travel to are mostly in central America and South America where I would be required to Speak Spanish and not French.
I think if I truly dedicated myself to learn French, it would benefit me because not only would I be able to say I am trilingual, but I could also see how other students feel and compare my process of learning a new language to their process of learning a new language in school and maybe I could get some ideas on how I could help them transition easier.
Hi Kenia,
DeleteSo, it seems that we both would fall under having an instrumental motivation, for the same reasoning. We both are seeking to earn a grade by the end of this course. In a way I can agree with the timeframe given to learn the French language, makes it pretty difficult to really absorb the material and store it within the long-term memory of our brains. However, I think we can both agree we have made some progress in the language, in comparison to when we first started. We both know how to say hello and goodbye, as well as being able to say very short phrases. We have also been able to really understand how it may feel like being an English language learner, but in French. We have been able to understand what thought processes and feelings our English language learners may go through as they are learning the English language. In conclusion, as much as I would love to dedicate more time to learning the French language, at least we can take away the knowledge on how we can best assist our English language learners in the classroom.
Thank You!
Priscilla Sambrano
Hello Kenia,
DeleteI noticed from your video that you seem to be able to pronounce words in French fairly well. I also noticed that it seems like you're using an accent that you would use when speaking your L2 which is Spanish. I have also found that I pronounce certain words in French by utilizing my skills in Spanish. Have you noticed that this is the case with you as well?
Hello everyone,
ReplyDeleteHere is the link to view my video : https://www.youtube.com/watch?v=fkvCPzKtKo4&feature=youtu.be
Reading the material for this week, which was chapter 8/ has allowed me to learn what type of motivation I currently acquire when it comes to learning a new language. According to the reading, I fall under the category of having, instrumental motivation. As stated by Ortega, an individual has instrumental motivation when, "pragmatic and utilitarian reasons are important, such as getting a job or pursuing a higher level of education in the L2" (Ortega, 2013, p. 173).
I feel like this describes the motivation that I have. I have motivation to learn French because I know that I need to pass this class in order to graduate and receive my degree. I also have motivation to learn the language because I feel like it may be helpful in my future career as a special needs teacher. I know that sometimes, English language learner students are accidentally misplaced into special education.Knowing French may help me to better assist these students and to make sure they get the proper placement they need by communicating with them. My motivation has not changed throughout the process, because my primary reason for striving to learn French is the same as it was in the beginning of this class.
Hi Ruth,
DeleteJust like myself, I also have an instrumental motivation. As far as how you want to be a special education teacher, I find that to be very motivating. I believe this course provides a great insight on how English language learners grasp their L2 and how their L1 has an impact on their L2. For you wanting to be a special education teacher in the future, you'll have the benefit to distinguish whether a child actually needs special needs accommodations or if he or she is actually an English language learner. This class will definitely provide you the knowledge to help your future students of getting the appropriate resources needed for their learning.
Thank you!
Priscilla Sambrano