Paraphrasing and Summarising

Integrative motivation in a globalizing world
System, Volume 32, Issue 1, March 2004, Pages 3-19Martin Lamb
Abstract
(1)This article reports on research into the motivation of Indonesian children aged 11–12 years old, as they begin formal study of English in an urban junior high school. (2)The research used closed and open questionnaire items, backed up by class observations and interviews with a selected group of learners. (3)Very high levels of motivation to learn the language were found throughout the cohort, including both integrative and instrumental orientations, but these two traditionally distinct constructs were found to be almost indistinguishable. (4)The article argues that as English loses its association with particular Anglophone cultures and is instead identified with the powerful forces of globalization, the desire to ‘integrate’ loses its explanatory power in many EFL contexts. (5)Individuals may aspire towards a ‘bicultural’ identity which incorporates an English-speaking globally-involved version of themselves in addition to their local L1-speaking self. (6)It is speculated that changes in individuals' motivation to learn the language may therefore be partly explained by reference to ongoing processes of identification, especially during the formative years of adolescence.

Paraphrasing:(1)The researcher write a treatise on the motivation of Indonesian children aged 11- to 12-year-old Indonesian children, when they start regular learning of English in an civic junior high school. (2) The group of learners in class were observed and interviewed by the researcher who maked use of closed and open questionnaire items.(3)The participants were discovered to study the language with very high level of motivation all over, for example both integrative and instrument directions, nevertheless, it was pointed out that the two customary dissimilar concept which cannot be distinguished.(4) English misses its association with particular Anglophone cultures were disagreed by the research, also English is recognized that the influential forces is in place of in a global village. The integration of wish misses its expository power in many EFL background.

Summarising:(5) Students may wish to acquire a 'bicultural' identity which include both an English-speaking globally-involved and a L1-speakig self. (6) As a result, the continuous process of identification, particularly when they are teenagers, may partially explain the changes students' language motivation.

Second foreign language

While we, students in the department, learn language and major in English, the other foreign languages fall into second foreign language for us. So, the second foreign language is a foreign language which is other languages except English in Taiwan nowadays. We generally divide other languages into four categories, for example, Japanese, French, German and Spanish…etc. Students learn different languages based on their motives, such as instrument, interest, international culture and environment.

The largest and most traditional motives of learning are instrumental and interesting. A common language is the tool that people use to communicate with each other, especially as the world is perceived as a global village. It is the common language that people in the village use to do the business and interchange the information of the technology. Having the ability in a second languages gives you advantages for foreign language when we find a job of foreign trader. Some students may choose a second language because of their interest in the culture of people who use that language or because they like to communicate and make friends with people using that language. You can choose a second language to learn based on your personal talent and interest.

The conventional motive of learning is to understand interchange of international culture. We share the different culture and people who study abroad may have interaction and exchange thinkings and ideas. As the same time, they can develop affection for each other. People are able to communicate freely and avoid having the misunderstanding with the facilitation of the common language. Therefore, we expand our international view and relationship between foreigner and us as well as extend diplomacy of Taiwan.

The external factor of motive is affected by extrinsic environment. According to the policies of government and school, the purpose of second language courses is to expand and improve the students’ ability of languages in foreign language acquisition. Students in the English department are required to obtain credits in second language courses.

It is necessary to learn and improve their foreign language ability for people in Taiwan. Taiwan is one of the contries on the world and we live in global village now. Thus, second language education in Taiwan is very important. And it not only helps acquire professional knowledge, but also cultivate them to be fluent in the target language.