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.