L2 motivation and learner autonomy

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Как мотивировать студентов на уроках английского языка? Какую роль играет самостоятельная работа в развитии и поддержании мотивации? Какие методы и приемы в преподавании английского языка способствуют пробуждению и развитию учебно-познавательной мотивации? Как адаптировать учебный материал, задания, чтобы они отвечали интересам и потребностям учащихся? Какие индивидуальные особенности студентов нужно принимать во внимание для поддержания интереса к изучаемому предмету? Мы постараемся совместно ответить на эти вопросы и найти практические решения для повышения мотивации студентов на уроках английского языка.
Free seminar for English teachers in BKC-IH Moscow Teacher Training Centre

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  • Great presentation although it suffers from a glaring typo on the very first page ('Motivation' not 'Motivaion').
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L2 motivation and learner autonomy

  1. 1. Motivaion in the classroom Irina Grekova CELTA, DELTA, MA in TESOL, CELTA Assessor CELTA Trainer, IH CAM Trainer, TKT: 3 Modules Preparation Course Trainer, ATEEL Refresher Course in TEFL Trainer. © BKC-IH Moscow Teacher Training Centre 2012
  2. 2. Motivation is…Motivated learners are… © BKC-IH Moscow Teacher Training Centre 2012
  3. 3. ‘Motivation is whatdrives learners toachieve a goal, andis a key factordetermining successor failure inlanguage learning.’Thornbury, S. ‘An A to Z of ELT’2006Macmillan © BKC-IH Moscow Teacher Training Centre 2012
  4. 4. Motivation is…‘Language learning motivation is the intensity and persistence of a learner’s desire to succeed.’Tarone E., Swierzbin B. ‘Exploring Learner Language’ OUP © BKC-IH Moscow Teacher Training Centre 2012
  5. 5. Identified traits of motivated learners:• Engaged• Autonomous• Inspired © BKC-IH Moscow Teacher Training Centre 2012
  6. 6. Dominant ideas in L2 motivation research•Instrumental and integrative motivation(Lambert & Gardner 1959-1990)•Intrinsic/extrinsic: inner motivation vssituation specific motives (1990s)•New Approaches : examine relationshipbetween motivation and identity © BKC-IH Moscow Teacher Training Centre 2012
  7. 7. IntegrativeDerives from a desire onthe part of the learners tobe members of thespeech community thatuses a particularlanguage. It is aninternally generated wantrather than externallyimposed need. © BKC-IH Moscow Teacher Training Centre 2012
  8. 8. InstrumentalThe reflection of an externalneed. The Ls are not learninga language because theywant to, but because theyneed to. © BKC-IH Moscow Teacher Training Centre 2012
  9. 9. Motivation Theory•Integrative- integrating into the community•Instrumental- material/ educational benefits•Extrinsic- benefits of success in learning•Intrinsic- enjoying the language learning itself,personally fulfilling•Self & Personal Identity – our ideal L2 self andwhat we should be able to do © BKC-IH Moscow Teacher Training Centre 2012
  10. 10. Teaching implications• Learning more about the Ss’ needs• Tailoring the course for them• Including materials, texts, functional language to meet their expectations• To provide opportunities for them to achieve and become the ideal self• Integrative – cultural knowledge: customs & traditions, accent, films, literature, etc.• Instrumental/ extrinsic – What, when where, who with S is going to use L2• Intrinsic – What kind of activities does he enjoy, prefer? Topics? Skills?• Self identity – How do you see yourself? © BKC-IH Moscow Teacher Training Centre 2012
  11. 11. Goals?The L’s goal may be• a short-term one: such as successfullyperforming a classroom task or•a long-term one: such as achieving native-likeproficiency in the language. © BKC-IH Moscow Teacher Training Centre 2012
  12. 12. Goals / Teaching implicationsMake sure Ss have/ set/ are aware of their goalsTailor the course for Ss to achieve themMake sure goals are realistic © BKC-IH Moscow Teacher Training Centre 2012
  13. 13. Engaging students? How? © BKC-IH Moscow Teacher Training Centre 2012
  14. 14. Engaging Learner???• Rapport/ personal interest• Goals• Praise based on achievement• Learning about the Ss• Approachable• Meeting Ss’ needs/interests• Personalise tasks © BKC-IH Moscow Teacher Training Centre 2012
  15. 15. A framework for motivational strategies•Appropriate T behavior andgood teacher-student rapport•A pleasant and supportiveclassroom atmosphere•Inductive teaching•A cohesive learner groupcharacterized by appropriategroup norms © BKC-IH Moscow Teacher Training Centre 2012
  16. 16. A cohesive learner group characterized by appropriate group norms Factors promoting group cohesiveness: *time spent together *shared group history *learning about each other *interaction *intergroup competition and cooperation *active presence of the leader © BKC-IH Moscow Teacher Training Centre 2012
  17. 17. Learner autonomyHelping Ls to understand the process of learningLs acknowledging their rolesLs understanding their needsLs aware of goalsLs finding strategies (what and how to learn) © BKC-IH Moscow Teacher Training Centre 2012
  18. 18. Promoting learner autonomy• Other resources within the classroom• For the Ss to direct their own learning: what and how to learn• Finding solutions on their own• Less rely on the T• Learn outside the classroom, using other resources © BKC-IH Moscow Teacher Training Centre 2012
  19. 19. Promoting learner autonomy• Helping Ls understand the process of learning• Inside and outside the classroom• Ss acknowledge their role in learning• Helping Ls to understand their needs• Setting goals for themselves• Finding specific strategies © BKC-IH Moscow Teacher Training Centre 2012
  20. 20. Appropriate T behavior andgood teacher-student rapport ‘Whatever is done by the teacher has a motivational,formative influence on students. In other words, teacherbehaviour is a powerful ‘motivational tool’ Dorney, 2001 © BKC-IH Moscow Teacher Training Centre 2012
  21. 21. Appropriate T behavior andgood teacher-student rapport•Mutual trust and respect•Talking on a personal level•Imparting a sense of commitment,interest © BKC-IH Moscow Teacher Training Centre 2012
  22. 22. A pleasant and supportive classroom atmosphere Learner motivation will reach its peak in a safe classroom climate in which Ss can express their opinions and feel that they do not run the risk of being ridiculed © BKC-IH Moscow Teacher Training Centre 2012
  23. 23. Strategies in generating student motivation• Creating realistic learner beliefs• Maintaining and protecting motivation• Increasing the Ls’ self-confidence• Creating learner-autonomy• Encouraging positive self-evaluation• Increasing learner satisfaction © BKC-IH Moscow Teacher Training Centre 2012
  24. 24. Ten Commandments for LL motivation•Set a personal example with your own__________.•Create a pleasant, relaxed ________in theclassroom.•Present the tasks ___________.•Develop a good _________ with the Ls.•Increase the learner’s linguistic self- _________. © BKC-IH Moscow Teacher Training Centre 2012
  25. 25. • Make the language classes __________.• Promote learner __________.• _________ the learning process.• Increase the learner’s goal- _________.• Familiarise learners with the TL ______. © BKC-IH Moscow Teacher Training Centre 2012
  26. 26. •Set a personal example with your own behaviour.•Create a pleasant, relaxed atmosphere in theclassroom.•Present the tasks properly.•Develop a good relationship with the learners.•Increase the learner’s linguistic self-confidence. © BKC-IH Moscow Teacher Training Centre 2012
  27. 27. •Make the language classes interesting.•Promote learner autonomy.•Personalise the learning process.•Increase the learner’s goal-orientedness.•Familiarise learners with the TL culture. © BKC-IH Moscow Teacher Training Centre 2012
  28. 28. General advice• Begin your lesson with a context• Elicit the language from the Ss• Let Ss talk about their life, interests, feelings• Make sure the topics are relevant• Step away from coursebooks• Let Ss decide what and how to learn © BKC-IH Moscow Teacher Training Centre 2012
  29. 29. BKC-IH Teacher Training Centre E-mail: t-training@bkc.ru Tel: (495) 2340314 www.bkc.ru

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