Good for college students. It is just some key answers of my own idea. Any comment?

1. Chapter 5 Intrinsic Motivation in the Classroom
Answer the Questions
1. Motivation is the extent to which you make choices about “goals to pursue” and “the
effort you will devote to that pursuit”. According to the theories of motivation in terms of
two opposing camps. In one of these camps is a traditional view of motivation that
accounts for human behavior through a behavioristic paradigm that stresses the
importance of rewards and reinforcement. In the other camp are a number of cognitive
psychological viewpoints that explain motivation through deeper, less observable
phenomena.
2. There are two kinds of motivation:
1) Intrinsic Motivation: intrinsically motivated activities are one for which there is
no apparent reward except the activity itself. People seem to engage in the
activities for their own sake and not because they lead to an extrinsic reward.
Intrinsically motivated behaviors are aimed at bringing about certain internally
rewarding consequences, namely, feeling of competence and self-determination.
2) Extrinsic Motivation: extrinsically motivated behaviors are carried out in
anticipation of a reward from outside and beyond the self. Typical extrinsic
rewards are money, prizes, grades, and even certain types of positive feedback.
3. Author explains: Abraham Maslow (1970) claimed that intrinsic motivation is clearly
superior to extrinsic. According to his hierarchy of needs, we are ultimately motivated to
achieve “self-actualization” once the basic physical, safety, and community needs are
met. No matter what extrinsic rewards are present or absent, we will strive for self-esteem
and fulfillment. Jerome Bruner (1962), praising the “autonomy of self-reward,” claimed
that one of the most effective ways to help both children and adults to think and learn is
to free them from the control of rewards and punishments. One of the principal
weaknesses of extrinsically driven behavior is its addictive nature. Once captivated, as it
were, by the lure of an immediate prize or praise, we can become dependent on those
tangible rewards, even to the point that their withdrawal can extinguish the desire to
learn.
4. Intrinsic motivation in education, authors explain that we cannot simply dissolve by
waving a magic wand. But teachers can help to convert the perception of those
expectations into a sense of the positive effect of the immediate family on a student and
of the importance of tradition not because it has been forced on them, but because its
intrinsic worth is perceived. The result: an appreciation of love, intimacy, and respect for
the wisdom of age. In turn, society’s expectation may through a process of education and
counseling, be seen as a means for providing comfortable routines. Class discussions can
focus on critical evaluation of society so that students aren’t forced to accept some
specific way of thinking or acting, but are coaxed into examining both sides of the issue.
5. Intrinsic motivation in the second language classroom, authors say that:

2.  Teaching writing as a thinking process in which learners develop their own ideas
freely and openly
 Showing learners strategies of reading that enable them to bring their own
information to the written word
 Language experience approaches in which students create their own reading
material for others in the class to read
 Oral fluency exercises in which learners talk about what interests them and not
about a teacher-assigned topic
 Listening to an academic lecture in one’s own field of study for specific
information that will fill a gap for the learner
 Communicative language teaching, in which language is taught to enable learners
to accomplish certain specific functions
 Grammatical explanations, if learners see their potential for increasing their
autonomy in a second language.