Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Motivation Ch.5


Published on

Published in: Economy & Finance, Education

Motivation Ch.5

  1. 1. Motivation & Motivating in the Foreign Language Classroom Presented by Winnie Chen TESOL of NCTU
  2. 2. Agenda <ul><li>Motivational strategies </li></ul><ul><li>Practical suggestions </li></ul>
  3. 3. Process-oriented motivational strategies   Maintaining motivation   Motivational condition   Initiating motivation Self-evaluation
  4. 4. Motivational condition Teacher behaviors & rapport Supportive learning environment Cohesive learner group
  5. 5. <ul><li>Teacher’s personalities </li></ul><ul><li>Modeling interest in learning </li></ul><ul><li>Trust & respect with students </li></ul>Teacher behaviors & rapport
  6. 6. <ul><li>Feeling relaxed </li></ul><ul><li>Encouraged to express opinions </li></ul><ul><li>Cooperation </li></ul><ul><li>Group norm </li></ul>Supportive learning environment Cohesive learner group
  7. 7. Initiating motivation Enhancing values & attitudes Increasing goal-orientedness Relevant curriculum Realistic learner beliefs
  8. 8. <ul><li>Intrinsic value attractive course </li></ul><ul><li>Integrativeness teaching TC </li></ul><ul><li>Instrumentality beneficial consequence </li></ul>Enhancing values & attitudes
  9. 9. <ul><li>Personalizing learning goals </li></ul><ul><li>Identification of goal features </li></ul><ul><li>Constant review </li></ul>Increasing goal-orientedness
  10. 10. <ul><li>Horwitz(1988): BALLI </li></ul><ul><li>1.Difficulty of language learning </li></ul><ul><li>2.Foreign language aptitude </li></ul><ul><li>3.The nature of language learning </li></ul><ul><li>4.Strategies </li></ul><ul><li>5.Motivation & expectations </li></ul>Realistic learner beliefs
  11. 11. Setting subgoals Improving quality of learning experience Increasing self-confidence Creating autonomy Self-motivating strategies Maintaining motivation
  12. 12. <ul><li>Pintrich & Schunk(1996): </li></ul><ul><li>1.Clear & specific </li></ul><ul><li>2.Challenging </li></ul><ul><li>3.Proximal & distal goals </li></ul><ul><li>4.Self-efficacy + </li></ul>Setting subgoals
  13. 13. <ul><li>Intrinsic enjoyment </li></ul><ul><li>Learners’ social image </li></ul><ul><li>Ehrman & Dornyei(1998): Rules fostering peer acceptance </li></ul>Improving quality of learning experience
  14. 14. <ul><li>HOW? </li></ul><ul><li>Providing experiences of success </li></ul><ul><li>Opportunities of making contribution </li></ul><ul><li>Encouragement </li></ul><ul><li>Affective strategies </li></ul>Increasing self-confidence
  15. 15. <ul><li>HOW? </li></ul><ul><li>Allowing students choices </li></ul><ul><li>Giving students authority </li></ul><ul><li>Peer teaching </li></ul><ul><li>Project </li></ul>Creating autonomy
  16. 16. <ul><li>Metacognitive control strategies </li></ul><ul><li>Emotional control strategies </li></ul><ul><li>Motivation control strategies </li></ul><ul><li>Environmental control strategies </li></ul>Self-motivating strategies
  17. 17. Self -evaluation Effort > Ability Motivational feedback Learner satisfaction & doubts of grades
  18. 18. <ul><li>Informative feedback (not controlling feedback) </li></ul><ul><li>Observing models </li></ul><ul><li>Positive persuasion </li></ul><ul><li>Strategy feedback </li></ul><ul><li>Graham(1994): “Be aware of what feedbacks you provide! ” </li></ul>Motivational feedbacks
  19. 19. <ul><li>Keller(1994): ARCS Model </li></ul><ul><li>Brophy(1998): </li></ul><ul><li>When rewards are detrimental? </li></ul><ul><li>1.High salience </li></ul><ul><li>2.Non-contingency </li></ul><ul><li>3.Artificial control devices </li></ul>Learner satisfaction & doubts of grades
  20. 20. Practical suggestions <ul><li>Commandments for motivating: </li></ul><ul><li>1. Personal example </li></ul><ul><li>2. Pleasant atmosphere </li></ul><ul><li>3. Presentation of tasks </li></ul><ul><li>4. Rapport </li></ul><ul><li>5. Self-confidence, goal-orientedness, & autonomy </li></ul><ul><li>6. Process > product </li></ul><ul><li>7. Teaching TC </li></ul>
  21. 21. <ul><li>Group-building strategies: </li></ul><ul><li>1. Group processes </li></ul><ul><li>2. Ice-breakers </li></ul><ul><li>3. Enhancing classroom interaction </li></ul><ul><li>4. “Fun” competition </li></ul><ul><li>5. Group norms & goals </li></ul><ul><li>6. Prepared for inevitable coflicts </li></ul><ul><li>7. Modeling </li></ul><ul><li>8. Giving the leadership role to the group </li></ul><ul><li>9. Giving some continuity </li></ul>
  22. 22. Thanks for your listening!