motivation and motivating in the foreign language classroom

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Motivation and Motivating in the Foreign Language Classroom by Zoltan Dornyei (1994) Presented by: Miss Rowena L. Rosalejos 55120803117 and Miss Suchitra Suriyont 55120803120

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Page 1: Motivation and motivating in the foreign language classroom

Motivation and Motivating

in the Foreign Language

Classroomby

Zoltan Dornyei (1994)

Presented by: Miss Rowena L. Rosalejos 55120803117

and

Miss Suchitra Suriyont 55120803120

Page 2: Motivation and motivating in the foreign language classroom

• Robert Garner

• Wallace Lambert• Their colleagues and students

Initiators of Motivation theory

Page 3: Motivation and motivating in the foreign language classroom

Attitude/Motivation Test battery (AMTB)

The test was created by Gardner

It is the material for measurement

understanding L2 motivation in English

classroom.

The test contain several items focusing on

the learner’s evaluation of classroom leaning situation

Page 4: Motivation and motivating in the foreign language classroom

What Were the Focusing on

Motivation in the Past and Present?

Past

- Social

- Pragmatic dimension of L2

motivation.

• Present such as

- Intrinsic/extrinsic motivation

- Intellectual curiosity

Page 5: Motivation and motivating in the foreign language classroom

- Attribution about past

successes/failures

- Need for achievement

- Self- confidence

- Classroom goal structures

Page 6: Motivation and motivating in the foreign language classroom

Language level (adapted from Gardner)

1. Integrative motivational Subsystem

- are positive attitudes toward the target language

group and a willingness to integrate into the

target language community.

2. Instrumental Motivational subsystem

- refers to practical reasons or gains for learning

a language, such as to gain social recognition or

to get a better job.

Page 7: Motivation and motivating in the foreign language classroom

Other’s motivational construct

In addition to instrumental orientation, three

other distinctive general orientations to learn L2:

1. Knowledge

2. Friendship

3. Travel orientations

4. Socio-cultural orientation (in case of L2 being a

foreign language instead of a second language wherein

learners has no direct contact with the L2 community)

According to Clement and Kruidenier in their Canadian research

Page 8: Motivation and motivating in the foreign language classroom

Other’s motivational construct

1. Intrinsic Motivation

- the doing of an activity for its inherent satisfactions

rather than for some separable consequence.

- A person is moved to act for the fun or challenge

entailed rather than because of external prods, pressures

or rewards.

2. Extrinsic Motivation

- a construct that pertains whenever an activity is done

in order to attain some separable or a highly regarded

outcome.

- doing an activity for its instrumental value e.g.

avoidance of sanctions, career advancement.

Page 9: Motivation and motivating in the foreign language classroom

Learner Level

1. Need for Achievement

2. Self-confidence

2.1. Language use Anxiety

2.1.1. communication apprehension

2.1.1.1. oral communication anxiety

2.1.1.2. public (stage fright)

2.1.1.3. receive anxiety

2.1.2. test anxiety

2.1.3. fear of negative evaluation

2.2. Percieved L2 competence

2.3. Casual attributions

2.4. Self-efficacy

Page 10: Motivation and motivating in the foreign language classroom

Learning Situation Level

1. Course-specific Motivational Components

2. Teacher-specific Motivational Components

3. Group-specific Motivational Components

Page 11: Motivation and motivating in the foreign language classroom

Teacher-specific Motivational Components

1. Affiliate Motive

2. Authority Type

3. Direct Socialization of Motivation

3.1. Modeling

3.2. Task Presentation

3.3. Feedback

Page 12: Motivation and motivating in the foreign language classroom

Course-specific Motivational Components

1. Interest

2. Relevance

3. Expectancy

4. Satisfaction

Page 13: Motivation and motivating in the foreign language classroom

Group-specific Motivational Components

1. Goal Orientation

2. Norm and Reward System

3. Group Cohesion

4. Classroom Goal Structure