Professional Documents
Culture Documents
Appendix A Motivation Questionnaire
Appendix A Motivation Questionnaire
Appendix A
Motivation Questionnaire
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Appendix A
Motivation Questionnaire for Iranian EFL Learners
(adapted from Schmidt et al. 1996)
1 = strongly disagree
2 = disagree
3 = slightly disagree
4 = slightly agree
5 = agree
6 = strongly agree
Intrinsic motivation
Extrinsic motivation
Personal goals
20. I really want to learn more English in this class than I have done in the past.
21. It is important to me to do better than the other students in my class.
22. My relationship with the teacher in this class is important to me.
23. One of the most important things in this class is getting along with the other
students.
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24. This class is important to me because if I learn English well, I will be able to help
other people learn English.
Expectancy/Control components
Attitudes
Anxiety
Motivational strength
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Appendix B
Treatment Materials
Appendix B
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7 violin practice.
8 Mrs. Burns: Oh, yeah?
9 Sachiko: Yeah, uh, I know these days your daughter, (...) Peggy?
10 Mrs. Burns: Yeah.
11 Sachiko: started practicing violin. Well, (...) actually (...) I, I'll
12 say directly. (...) Would you, uh, (...) would you ask
13 her to change (...) the time of the practice because
14 always she practice (...) after eleven at night.
15 Mrs. Burns: Uh-huh. Well, um, (...) you know, see, she goes to
16 school every day, and then she's on the basketball team
17 (...) so she, um, (...) you know, usually doesn't get
18 home until eight o'clock from bak, bak, basketball
19 practice, and sometimes she works (...) too, and (...)
20 then she eats supper and she has homework and
21 everything, so...
22 Sachiko: Yeah, but she can do home, do her homework after
23 practicing the violin, right?
24 Mrs. Burns: Yeah, she could.
25 Sachiko: Uh-huh. (...) So, will you (...) tell her about it?
26 Because my sister and I cannot sleep at all. I think
27 other people on this floor think that way, too, but (...)
28 will you?
29 Mrs. Burns: OK. OK, I'll see if she can do it, maybe, around nine
30 o'clock.
31 Sachiko: Oh, thank you very much. Oh, (...) you're a (...) very
32 nice person.
33 Mrs. Burns: OK.
34 Sachiko: Thank you. Bye-bye.
35 Mrs. Burns: OK. Bye-bye.
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Appendix C
Instructions for the Treatment
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Appendix C
(Instructions: Note the relationship between the interlocutors in the dialogs (Mrs. Williams
vs. Robin/Hitomi): they are neighbors but not so familiar with each other; and Mrs. Williams
has a higher status than Robin/Hitomi. By keeping this in mind, carry out Task A and Task B
below.)
Task A
(Write down any native-like usage, which cannot be found in learner English, by comparing
‘Robin’ in
Task B
(Write down any English expressions which you cannot come up with by examining the
expressions of
(Instructions: Note the relationship between the interlocutors in the dialogs (Mrs. Burns vs.
Beth/Sachiko): they are neighbors but not so familiar with each other; and Mrs. Burns has a
higher status than Beth/Sachiko. By keeping this in mind, carry out Task A and Task B
below.)
Task A
(Write down any native-like usage, which cannot be found in learner English, by comparing
‘Beth’ in
Task B
8
(Write down any English expressions which you cannot come up with by examining the
expressions of
9
Appendix D
Target Items in the Awareness Retrospection
Questionnaires
Appendix D
REQ-1 ①We were just wondering if she could practice at a different time.
①I was wondering if your daughter could practice earlier in the evening.
REQ-2 ②Is it possible that you could get it done?
②Do you think you’d be able to (do that)?
REQ-3 ①If she could practice earlier in the day.
②If you can look at that.
②If you could fill it out.
DMA ② The native English speakers in these conversations frequently use “well” while
speaking.
②The native English speakers in these conversations frequently use “you know” while
speaking.
②The native English speakers in these conversations frequently use “maybe” while
speaking.
IDE ①This has to do with your daughter.
①That sounds good.
②How ya doin’?
②keeping busy.
N-IDE ①It’s really hard for me and my sister to study.
①It’s hard for us to get sleep.
①My sister and I are having some hard times.
①It’s kind of hard to get sleep.
①I live next door.
①I live in the apartment house next door.
②I don’t want to bother you.
Notes: REQ-1 = ‘I wonder if you could VP’, REQ-2 = ‘Is it possible to VP?’
REQ-3 = ‘If you could VP’, DMA = discourse marker, IDE = idiomatic expression,
N-IDE = non-idiomatic expression
① = Form 1 / ② = Form 2
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Appendix E
Awareness Retrospection Questionnaires
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Appendix E
Awareness Retrospection Questionnaire
Violin Situation
(Instructions: In the three conversations between the native English speakers (see the attached transcripts),
for each underlined expression, please indicate the extent to which you have paid attention to the particular
expression during the previous task by circling the number of your choice on the scale. (You may not have
listed some of the underlined expressions in the previous task. But if you have noticed it, please indicate
your judgment on it.) Please also note that your judgment should be given to the underlined portion as a
whole, not a part of it.)
!(I did not detect it at all (and thus was not interested in it at all.))
!
!(I did detect it but was hardly interested in it.)
!
!(I did detect it but was not so interested in it.)
!
!! (I did detect it but cannot say whether I was interested in it or not.)
Form 1
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
|
(6) it’s very nice of you to come over and talk to me about this
13
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
|
(8) we could work out a schedule
-3 -2 -1 0 1 2 3
|
(9) that sounds good
-3 -2 -1 0 1 2 3
(10) that wouldn’t be really fair to her to make her get up early in the morning
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
|
(13) I live next door
-3 -2 -1 0 1 2 3
|
(14) it seems like it’s goin on
-3 -2 -1 0 1 2 3
|
(15) it’s hard for us to get sleep
-3 -2 -1 0 1 2 3
|
(16) I was wondering if your daughter could practice earlier in the evening
-3 -2 -1 0 1 2 3
|
(17) I guess
-3 -2 -1 0 1 2 3
|
(18) a little bit later
-3 -2 -1 0 1 2 3
|
(19) I suppose
-3 -2 -1 0 1 2 3
14
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
(23) I’ve seen you walkin around with that heavy backpack
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
15
(34) close by
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
(36) definitely
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
Questionnaire Situation
(Instructions: In the three conversations between the native English speakers (see the attached transcripts),
for each underlined expression, please indicate the extent to which you have paid attention to the particular
expression during the previous task by circling the number of your choice on the scale. (You may not have
listed some of the underlined expressions in the previous task. But if you have noticed it, please indicate
your judgment on it.) Please also note that your judgment should be given to the underlined portion as a
whole, not a part of it.)
!(I did not detect it at all (and thus was not interested in it at all.))
!
!(I did detect it but was hardly interested in it.)
!
!(I did detect it but was not so interested in it.)
!
!! (I did detect it but cannot say whether I was interested in it or not.)
16
Form 2
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
(10) goodness
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
(13) intrude on your schedule
-3 -2 -1 0 1 2 3
17
-3 -2 -1 0 1 2 3
(15) wanna
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
(22) to be sure
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
(25) Gosh
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
18
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
(29) one or two things just off the top of your head
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
-3 -2 -1 0 1 2 3
(32 (The native English speakers in these conversations frequently use ‘well’ while speaking.)
-3 -2 -1 0 1 2 3
(33) (The native English speakers in these conversations frequently use ‘you know’ while speaking.)
-3 -2 -1 0 1 2 3
(34)(The native English speakers in these conversations frequently use ‘maybe’ while speaking.)
-3 -2 -1 0 1 2 3
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Appendix F
Transcripts Used in the Retrospection Session
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Appendix F
Transcripts Used in the Retrospection Session (Excerpt: NS-NS Role-Play Transcript for the
“Violin” Situation)
D Violin Situation
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22
Transcripts Used in the Retrospection Session (Excerpt: NS-NS Role-Play Transcript for the
“Questionnaire” Situation)
C (Questionnaire)
1 Mrs. Williams: Oh, hello, come in.
2 Robin: Hi. I'm Robin Morris, your next-door neighbor, two
3 weeks ago, carne over here with the survey about
4 businesswomen in management positions and, and,
5 urn, I haven't gotten the survey back and (1)I was
6 wondering if you'd finished it.
7 Mrs. Williams: Oh, you know, I've had so much work at, uh, at the
8 bank. (2)I just haven't been able to get around to it as I've
9 been working overtime. And I just really hadn't had a
10 chance to do anything with it yet.
11 Robin: Oh, I understand. (3)Is it possible that you could get it
12 done (...) fairly soon?(4) I have to have a paper in four
13 days. [And it's (...) necessary.
14 Mrs. Williams: [Oh, in four days?
15 Robin: Yeah, I have to.
16 Mrs. Williams: Umm. Well, I had planned to do it next week after (5)my
17 workload slackens off a little bit.
18 Robin: No, no. That's a real problem because I have to have it
19 back, the paper's due... If I don't get it in on time, my
20 grade goes down every day that it's late.
21 Mrs. Williams: I see. Well, (...) uh, (...) would it be possible to do the
22 (...) survey and finish your paper (...) without my
23 questionnaire? Is that going to be a problem?
24 Robin: Ju(t!the
25 problem as there aren't so many businesswomen in
23