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Motivation
 

Motivation

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Motivation Motivation Presentation Transcript

  • Motivation Rewards have a tendency to lose their effect over time Gardner's socioeducational model Deci & Ryan’s self-determination theory Dornyei’s process model of motivation
  • Gardner's socioeducational model Focus on social attitudes Influences of social context Relationships between language communities Social nature of language makes motivation to learn a language different from motivation to learn other subject matter. L1 identity versus/plus L2 identity
  • Attitude-Motivation Test Battery Attitudes toward French Canadians. Attitudes toward European French people. Interest in foreign languages. Integrative orientation. Motivational intensity. Desire to learn French. Attitudes toward learning French. French teaching-evaluative. French course-evaluative. Instrumental orientation. French class anxiety. Integrative motivation [sic] Instrumental motivation [sic]
  • Gardner’s Motivation Integrative orientation Motivation Instrumental orientation
  • Deci & Ryan’s self-determination theory Individuals have an inherent need to develop/grow into coherent autonomous individuals Social world can contribute to this growth, or upset it. Development/growth, and therefore also learning a language, should be self-determined (reflective, intentional, conscious) Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
  • Deci & Ryan’s self-determination theory Intrinsic motivation: doing things for their own sake (pleasure, curiosity, sense of achievement) Extrinsic motivation: doing things for external rewards (stars, grades, recognition) Growth includes: Intrinsically motivated behaviour Integration of extrinsically motivated behaviour
  • Dörnyei’s process model of motivation Motivation fluctuates over time (task, class, academic semester) Motivation varies depending on what stage a learner is in achieving a goal.
  • Dörnyei’s process model of motivation Stage Functions Influences Forming intentions Launching action nature of the goal value of the task attitudes to L2 and its speakers self-efficacy learner beliefs / strategies available supports / obstacles Actional ‘Doing’ Ongoing appraisal Action control quality of learning experience sense of autonomy teacher intervention classroom reward / goal structure other learners self-regulation Postactional Forming attributions Elaborating strategies Further planning attribution bias self-confidence / self-worth feedback, praise, grades Preactional