motivation antonina kravchenko. І. the importance of motivation
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MotivationMotivation
Antonina Kravchenko
ІІ. The importance of Motivation. The importance of Motivation
ІІІІ. Characteristics of motivated . Characteristics of motivated learnerslearners
Positive task
orientation
Ego-
involvement
Need for achievement
High aspirationsGoal orientation
Perseverance
Tolerance of ambiguity
MotivatedMotivatedlearnerslearners
MotivationMotivation
IntegrativeIntegrativeThe desire to identify with and
integrate into the target-language culture
InstrumentalInstrumentalThe wish to learn the
language for purposes of study or career promotion
(Gardner and Lambert, 1972)
MotivationMotivation
IntrinsicIntrinsicThe urge to engage
in the learning activity for its own sake
ExtrinsicExtrinsicMotivation that is derived from external incentives
Motivation Motivation (Brown, 1987)(Brown, 1987)
GlobalGlobalOrientation of learner towards
the learning of the foreign language
SituationalSituationalConnected with the context
of learning (classroom, total environment)
TaskTaskThe way the learner
approaches the specific task
IV. Extrinsic motivationIV. Extrinsic motivationExtrinsic 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 V. Intrinsic motivation and interestinterest
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 Circle the number that best describes how you feel about learning English. Circle only one feel about learning English. Circle only one
number for each item. Use the following scale.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 IPart I
I want to learn English well so that I can talk with native speakers of English.
4 3 2 1
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
I am studying English because it is a required course in my school or university.
4 3 2 1
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.
Part IIPart II
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 VI. Ways of arousing interest in taskstasks
1. Clear goals.2.Varied topics and tasks3. Visuals4. Tension and challenge: games5. Entertainment6. Play-acting7. Information gap 8. Personalization9. Open-ended cues
VII. Six principal factors that impact VII. Six principal factors that impact motivation in language learning: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
self-confidence
experiences of success
learning satisfaction
good relationships among learners
and between teacher and students
These activities help promote:These activities help promote:
VIII. The teacher’s responsibilityVIII. The teacher’s responsibility
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linguisticlinguisticgeneralgeneral
educationaleducational
personal personal responsibilitiesresponsibilities