Transcript Motivation - ed

Motivation
Antonina Kravchenko
І. The importance of Motivation
ІІ. Characteristics of motivated
learners
Motivated
learners
Need for
achievement
Motivation
Integrative
Instrumental
The desire to identify with and
integrate
into the target-language culture
The wish to learn the
language for purposes
of study or career promotion
(Gardner and Lambert, 1972)
Motivation
Intrinsic
The urge to engage
in the learning activity
for its own sake
Extrinsic
Motivation that is derived
from external incentives
Motivation
(Brown, 1987)
Global
Situational
Orientation of learner towards
the learning of the
foreign language
Connected with the context
of learning
(classroom, total environment)
Task
The way the learner
approaches the specific task
IV. Extrinsic motivation
Extrinsic motivation derives from the influence of external
incentives, such as:
- the desire of students to please parents;
- the wish to succeed in an external exam;
- the peer-group influences;
- success and its rewards;
- failure and its penalties;
- authoritative demands;
- tests;
- competition;
- summary discussion task
V. Intrinsic motivation and
interest
 learners see the learning as worthwhile;
 they like the language and its cultural,
political and ethic associations;
 the task in hand is seen as interesting.
Circle the number that best describes how you
feel about learning English. Circle only one
number for each item. Use the following scale.
4 - І strongly agree. This statement
describes me very well.
3 - І somewhat agree. This statement
probably describes me.
2 - І somewhat disagree. This statement
probably does not describe me.
1 - І strongly disagree. This statement
definitely does not describe me.
Part I
I want to learn English well so that I can
talk with native speakers of English.
I have set my own goals for learning
English and want to be successful in
reaching these goals.
English will help me get a good job
someday.
English will help me in my studies.
I hope to meet (or have already met) a
special friend who speaks English
4
3
2
1
Part II
I am studying English because it is a
required course in my school or
university.
I need to pass an English proficiency test
(like TOEFL or an entrance exam).
My parents want me to learn English, so
I’m here to please them.
I am studying English because I want to
please my teacher and get good grades.
I am studying English because most of
my friends are good in English.
4
3
2
1
Your score on Part I tells you how strongly your motivation comes
from inside yourself. If your score was between 13 and 20, your
motivation to learn English comes strongly from inside yourself: you
are learning English for your own reasons and purposes. If your
score on Part was between 5 and 12, your own reasons and
purposes for learning English are not very strong.
Your score on Part II tells you how strongly other influences are
pushing you to learn English. If your score was between 16 and 25,
you are very strongly motivated by other influences. If your score
was between 5 and 15, you are not strongly motivated by what other
people want you to do.
VI. Ways of arousing interest in
tasks
1. Clear goals.
2.Varied topics and tasks
3. Visuals
4. Tension and challenge: games
5. Entertainment
6. Play-acting
7. Information gap
8. Personalization
9. Open-ended cues
VII. Six principal factors that impact
motivation in language learning:
Attitudes.
Beliefs about self.
Goals.
Involvement.
Environmental support.
Personal attributes.
Teachers are able to drive the students to learn the language and to
sustain student’s interest in language learning if they can provide
activities that are:
 interrelated between in-class and out-of class language activities
 communicative (game type)
 integrative (short/small activities form larger activities)
 pleasant, safe and non-threatening
 еnthusiastic
 group-based
 meaningful or relevant
 challenging
These activities help promote:
self-confidence
experiences of success
learning satisfaction
good relationships among
learners
and between teacher and students
VIII. The teacher’s responsibility
general
educational
linguistic
•
personal
responsibilities