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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 ]
Like the model, however, the test has also been revised over the years. In Gardner's review of the Socio-educational Model, he named the four overarching variables which are measured in the AMTB: (1) integrativeness, (2) attitude toward learning situation, (3) motivation and (4) language anxiety. [7]
The ARCS Model of Motivational Design was created by John Keller while he was researching ways to supplement the learning process with motivation. The model is based on Tolman's and Lewin's expectancy-value theory, which presumes that people are motivated to learn if there is value in the knowledge presented (i.e. it fulfills personal needs ...
Yashima called this desire by Japanese to learn English to communicate with the world around them international posture: a general attitude towards the international community that "influences motivation [in learning a second language], which, in turn, predicts proficiency and second language communication confidence" (Yashima, 2002, p. 63).
John B. Carroll, an influential psychologist in the field of educational linguistics, developed a theory about a cluster of four abilities that factored into language learning aptitude, separate from verbal intelligence and motivation. Using these four distinct abilities (phonetic coding ability, grammatical sensitivity, rote learning ability ...
An educational approach associated with problem-based learning in which the student learns through investigating issues or scenarios (Hakverdi-Can & Sonmez, 2012). In this approach, students pose and answer questions individually and/or collaboratively in order to draw conclusions regarding the specific issues or scenarios (Hakverdi-Can ...
In psychology, the I-change model [1] [2] or the integrated model, for explaining motivational and behavioral change, derives from the Attitude – Social Influence – Self-Efficacy Model, integrates ideas of Ajzen's Theory of Planned Behavior, [3] Bandura's Social Cognitive Theory, Prochaska's Transtheoretical Model, [4] the Health Belief Model, [5] and Goal setting [6] theories.
An overview of the research regarding the 3C-model is given by Kehr (2014). [2] Key results are: Certain education styles are conducive for the development of discrepancies between head and heart, so-called motive discrepancies. [12] Discrepancies between head and heart impair well-being [1] and lead to burnout. [13]