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

•

linguisticlinguisticgeneralgeneral

educationaleducational

personal personal responsibilitiesresponsibilities