Second Language Motivation
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This document discusses motivation in second language acquisition. It provides an overview of major motivation theories including Gardner's socio-educational model, Dörnyei's psychological model, and self-determination theory. Teachers play an important role in learner motivation through various strategies such as understanding learner goals, creating a welcoming environment, and fostering autonomy. Maintaining motivation over time requires making learning enjoyable and demonstrating progress to learners.
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Motivation in Second Language Acquisition
This document discusses motivation in language learning from several perspectives. It begins by defining motivation and outlining different approaches, including social-psychological models proposed by Gardner that focus on orientations and attitudes. It also discusses cognitive-situated approaches that emphasize the role of context in shaping motivation. Process-oriented models proposed by Dörnyei are then outlined, including the L2 Motivational Self System and ideal/ought-to selves. The document concludes by discussing strategies for motivating language learners based on a study by Dörnyei and Csizér, including setting a good example, developing relationships with learners, and promoting autonomy.
motivation in learning a second language
The document discusses motivation in second language learning and methods teachers can use to promote learning. It defines intrinsic and extrinsic motivation and explains their role in second language acquisition. Some ways to increase student motivation mentioned include varying activities, cooperative learning, setting goals, and building relationships. The document also lists several methods a teacher can employ in the classroom, such as demonstration, questioning, narration, games and role plays, to engage students and promote learning.
Difference between Acquisition and Learning #ELT1
The document discusses the difference between language acquisition and language learning. Language acquisition refers to naturally learning a language from interaction with native speakers, with a focus on meaningful communication rather than grammar. It is how one's native language is learned in childhood. Language learning is a more conscious process that occurs in educational settings, with grammar, vocabulary and rules taught in a controlled manner. It describes learning a second language, which is learned in addition to one's native language.
Communicative language teaching
Communicative Language Teaching (CLT) emerged in the late 1960s as an approach that focused on developing students' communicative competence rather than just grammatical rules. It aims to make language learning more authentic and interactive by emphasizing fluency and having students complete tasks and engage in activities that simulate real-life communication situations in pairs or groups. While CLT improves student-teacher relationships and engagement, it can be difficult to implement in large classes and does not ensure grammatical accuracy is sufficiently addressed.
Language learning strategies
This document discusses language learning strategies. It defines strategies as techniques used by learners to acquire a language. Common strategies include repetition, analyzing language patterns, and using flashcards. The document outlines Rebecca Oxford's framework that categorizes strategies as direct, indirect, cognitive, metacognitive, affective, and social. It also discusses teaching strategies explicitly and researching the relationship between strategy use and language proficiency.
Language Learning Strategies
This document discusses language learning strategies. It defines language learning strategies as conscious mental activities that involve both an action and a goal related to learning a language. The document discusses various classifications of language learning strategies proposed by researchers, including cognitive, metacognitive, memory, social, compensation, and affective strategies. It provides examples of strategies for each category and concludes that teachers should take an experimental approach to discover, consider, and model different language learning strategies.
Role of motivation in language learning
This presentation is about Role of Motivation in Second Language Learning. The types of motivation and how motivation effects the process of learning a new language.
Differences of learners in second language acquisition
There are several factors that contribute to differences in how quickly or successfully individuals acquire a second language:
Age - Younger learners have advantages like brain plasticity and weaker identity, while older learners' advantages include learning capacity, analytic ability, and life experience.
Sex - Studies show females tend to acquire a second language faster due to greater motivation and sociability.
Aptitude - Includes abilities like phonemic coding, grammar sensitivity, inductive learning, and memory that determine an individual's language learning ability.
Motivation - Requires effort, desire, and positive attitudes towards integrating with the target culture or gaining benefits from the second language.
Cognitive styles and learning strategies - How individuals prefer
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Motivation in Second Language Acquisition
This document discusses motivation in language learning from several perspectives. It begins by defining motivation and outlining different approaches, including social-psychological models proposed by Gardner that focus on orientations and attitudes. It also discusses cognitive-situated approaches that emphasize the role of context in shaping motivation. Process-oriented models proposed by Dörnyei are then outlined, including the L2 Motivational Self System and ideal/ought-to selves. The document concludes by discussing strategies for motivating language learners based on a study by Dörnyei and Csizér, including setting a good example, developing relationships with learners, and promoting autonomy.
motivation in learning a second language
The document discusses motivation in second language learning and methods teachers can use to promote learning. It defines intrinsic and extrinsic motivation and explains their role in second language acquisition. Some ways to increase student motivation mentioned include varying activities, cooperative learning, setting goals, and building relationships. The document also lists several methods a teacher can employ in the classroom, such as demonstration, questioning, narration, games and role plays, to engage students and promote learning.
Difference between Acquisition and Learning #ELT1
The document discusses the difference between language acquisition and language learning. Language acquisition refers to naturally learning a language from interaction with native speakers, with a focus on meaningful communication rather than grammar. It is how one's native language is learned in childhood. Language learning is a more conscious process that occurs in educational settings, with grammar, vocabulary and rules taught in a controlled manner. It describes learning a second language, which is learned in addition to one's native language.
Communicative language teaching
Communicative Language Teaching (CLT) emerged in the late 1960s as an approach that focused on developing students' communicative competence rather than just grammatical rules. It aims to make language learning more authentic and interactive by emphasizing fluency and having students complete tasks and engage in activities that simulate real-life communication situations in pairs or groups. While CLT improves student-teacher relationships and engagement, it can be difficult to implement in large classes and does not ensure grammatical accuracy is sufficiently addressed.
Language learning strategies
This document discusses language learning strategies. It defines strategies as techniques used by learners to acquire a language. Common strategies include repetition, analyzing language patterns, and using flashcards. The document outlines Rebecca Oxford's framework that categorizes strategies as direct, indirect, cognitive, metacognitive, affective, and social. It also discusses teaching strategies explicitly and researching the relationship between strategy use and language proficiency.
Language Learning Strategies
This document discusses language learning strategies. It defines language learning strategies as conscious mental activities that involve both an action and a goal related to learning a language. The document discusses various classifications of language learning strategies proposed by researchers, including cognitive, metacognitive, memory, social, compensation, and affective strategies. It provides examples of strategies for each category and concludes that teachers should take an experimental approach to discover, consider, and model different language learning strategies.
Role of motivation in language learning
This presentation is about Role of Motivation in Second Language Learning. The types of motivation and how motivation effects the process of learning a new language.
Differences of learners in second language acquisition
There are several factors that contribute to differences in how quickly or successfully individuals acquire a second language:
Age - Younger learners have advantages like brain plasticity and weaker identity, while older learners' advantages include learning capacity, analytic ability, and life experience.
Sex - Studies show females tend to acquire a second language faster due to greater motivation and sociability.
Aptitude - Includes abilities like phonemic coding, grammar sensitivity, inductive learning, and memory that determine an individual's language learning ability.
Motivation - Requires effort, desire, and positive attitudes towards integrating with the target culture or gaining benefits from the second language.
Cognitive styles and learning strategies - How individuals prefer
Second Language Acquisition Theories
This document discusses several theories of second language acquisition, including behaviorism, innatism, and Krashen's Monitor Model. It provides details on behaviorist theory proposed by Skinner, innatist theory by Chomsky, and five hypotheses in Krashen's Monitor Model: acquisition vs learning, the Monitor, natural order, input, and affective filter. The theories differ in their views of the language learning process and what factors influence it.
Motivation And Second Language Acquisition Ppt
This document discusses motivation and its importance in second language acquisition. It outlines two main types of motivation: instrumental motivation, which focuses on practical reasons for learning a language like education or career goals, and integrative motivation, which involves interest in the language and culture. The document also summarizes two studies that found students were more instrumentally motivated to learn English for educational or employment reasons than for integrative reasons. It concludes that teachers should consider students' motivations and encourage active participation to maintain student motivation in language learning.
Communicative Language Teaching
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
Krashen's theory on Second Language Acquisition
Stephen Krashen transformed language teaching in the 1980s with his theory of second language acquisition, consisting of five hypotheses: acquisition-learning, monitor, natural order, input, and affective filter. The acquisition-learning hypothesis distinguishes between subconscious acquisition and conscious learning. Acquisition occurs through meaningful interaction, while learning involves formal instruction. The monitor hypothesis explains that learned grammar can be used to monitor speaking when certain conditions are met.
The Age Factor in Second Language Acquisition
This document discusses factors that influence language learning, with a focus on age as a factor in second language acquisition. It outlines the critical period hypothesis which suggests there is an optimal time period for acquiring language. While research has found both supporting and contradictory evidence, most agree learners who begin acquiring a second language before puberty can develop near-native competence, while those starting post-puberty are less likely to reach that level. The document also discusses theories around brain plasticity, benefits of early learning, and debates around whether there are ceilings on second language attainment.
Second Language Acquisition (SLA)
The document discusses first language acquisition and second language acquisition. It defines a first language as the language learned from birth or in early childhood. It notes that a person can have more than one first language. Second language acquisition refers to learning additional languages after the first one. Key aspects of second language acquisition discussed include the target language being learned, as well as linguistic, psychological, and social frameworks for studying the process of second language acquisition.
The grammar translation method
The Grammar-Translation method is a traditional approach to teaching foreign languages through translation and analysis of grammar rules. It was widely used in Europe in the 19th century to teach Latin and Greek. Key principles include using the student's native language as the medium of instruction, comparing grammar structures between languages, emphasizing written language over oral skills, and having students translate sentences. Classroom activities focus on reading comprehension, vocabulary memorization through bilingual word lists, deductive grammar instruction, translation exercises, and writing compositions. While it effectively teaches reading skills, the method places little emphasis on developing oral proficiency in the target language.
Communicative Language Teaching (CLT)
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Second language acquisition
This document discusses key concepts in second language acquisition, including:
- The difference between first and second language acquisition, with second language acquisition referring to learning additional languages beyond one's native tongue.
- Factors that can help or hinder second language learning such as interaction level, age, and affective barriers like embarrassment.
- Educational approaches to teaching second languages including grammar-translation, audio-lingual, and communicative methods.
- Concepts like interlanguage, fossilization, input/output, and motivation that influence the second language learning process.
Input, interaction, and second language acquisition
The document discusses input, interaction, and second language acquisition from multiple perspectives. It begins by defining input and noting three views on input in language acquisition: behaviourist, nativist, and interactionist. It then examines foreigner talk studies, discourse analysis, and input/interaction in classroom settings. Research on motherese and first language acquisition is also summarized. The document provides an overview of different frameworks for analyzing classroom interaction, including interaction analysis, classroom process research, and teacher talk analyses.
Silent Way method PPT
The Silent Way is a language teaching method devised by Caleb Gattegno based on the teacher being as silent as possible. It uses physical objects like Cuisenaire rods to facilitate problem-solving in the target language. The objectives are near-native fluency and learner autonomy. The theory views language as arbitrarily associated sounds and meanings organized by grammar rules, separated from social context and taught through artificial situations represented by rods. Learners work independently and correct themselves while the teacher silently monitors and uses gestures to elicit responses without direct correction or modeling.
Language Learning Strategies
This document provides an introduction to language learning strategies and styles. It defines language learning strategies as activities used by learners to improve their language learning, such as obtaining, storing, retrieving, and using information. Learning styles reflect one's multiple intelligences and preferred ways of learning. The document identifies eight multiple intelligences: logical/mathematical, visual/spatial, verbal/linguistic, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, and naturalist. It categorizes language learning strategies as direct, indirect, memory, cognitive, compensation, metacognitive, affective, and social strategies. Finally, it notes that the document is a course book in progress for begin
Motivation in second language acquisition
Motivation is one of the factors that influence individual difference in second language acquisition.
Teaching By Principles (Douglas Brown)
1. Douglas Brown outlines 12 principles for teaching a second language from cognitive, affective, and linguistic perspectives.
2. The principles include developing automaticity, meaningful learning over rote learning, anticipating rewards, intrinsic motivation, strategic investment, managing language ego and risk-taking, understanding the language-culture connection, and developing interlanguage and communicative competence.
3. Applying these principles involves focusing on language use rather than just knowledge, developing fluency as well as accuracy, and ensuring classroom learning prepares students for real-world language use.
The Communicative Approach
The document discusses the communicative language teaching (CLT) approach. It emphasizes that the goal of CLT is developing students' communicative competence through meaningful communication. It describes four areas of competence: linguistic, sociolinguistic, discourse, and strategic. The principles of CLT are that students learn through communication, authentic activities should be the goal, fluency is important, and learning involves trial and error. The teacher facilitates communication and acts as a guide, while students are responsible for their own learning. Lessons should incorporate activities that focus on both accuracy and fluency, such as information gap tasks.
Natural approach
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
SLA: Introduction
This presentation is an introduction to some classic definitions and concepts in second language Acquisition. It is part of the seminar on applied linguistics offered at Universidad del Valle.
3 Factors Affecting L2 Learning
The document discusses several factors that can affect second language learning, including intelligence, aptitude, personality, motivation, learner preferences/styles, and age of acquisition. Regarding intelligence, different types exist (e.g. linguistic, logical) and it may correlate more with rule-based learning than communicative skills. Aptitude predicts future achievement and includes abilities like sound identification and grammar rule inference. Personality's role is unclear but extroversion and risk-taking may help, while inhibition hinders pronunciation. Motivation can be intrinsic or extrinsic/instrumental, and identity/attitudes also influence learning. Learner styles include visual/auditory preferences and field independence/dependence in processing information.
Natural approach
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell in 1983 that focuses on natural acquisition rather than conscious learning. It believes adults can acquire a second language in the same way children acquire their first through meaningful interaction and comprehensible input. The teacher provides a low-anxiety environment and interesting materials to help students progress through natural stages of language development at their own pace without pressure or correction. The role of the teacher is to facilitate communication while respecting the natural order students acquire linguistic structures.
Factors that influence second language acquisition and learning
This document discusses several key factors that influence second language acquisition, including motivation, attitude, age, intelligence, aptitude, learning styles, and personality. Motivation is one of the most important factors, and can be either integrative, relating to interest in the language and its culture, or instrumental, relating to practical uses of the language. Other important influences include a learner's attitude towards the language and its community, their age and any critical periods for language learning, general and multiple types of intelligence, as well as their language learning aptitude, style, personality traits like inhibition, anxiety and empathy.
Motivation and motivating in the foreign language classroom
1. The document discusses motivation theories in foreign language classrooms proposed by researchers like Gardner and Lambert in the 1960s-70s who developed the Attitude/Motivation Test Battery (AMTB).
2. More recent motivation theories focus on intrinsic/extrinsic motivation and intellectual curiosity rather than just social and pragmatic dimensions. Other constructs examined include integrative and instrumental motivation, knowledge/friendship/travel orientations, and intrinsic vs. extrinsic motivation.
3. Motivation is analyzed at the learner level considering factors like need for achievement, self-confidence, and at the learning situation level considering course, teacher, and group specific factors.
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Slidecast based on a presentation given on October 29th 2009. An attempt to drill down to find concrete strategies to encourage optimal motivation for learning. Far from being an expert on this, this was an opportunity for me to explore a topic of interest.
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Second Language Acquisition Theories
This document discusses several theories of second language acquisition, including behaviorism, innatism, and Krashen's Monitor Model. It provides details on behaviorist theory proposed by Skinner, innatist theory by Chomsky, and five hypotheses in Krashen's Monitor Model: acquisition vs learning, the Monitor, natural order, input, and affective filter. The theories differ in their views of the language learning process and what factors influence it.
Motivation And Second Language Acquisition Ppt
This document discusses motivation and its importance in second language acquisition. It outlines two main types of motivation: instrumental motivation, which focuses on practical reasons for learning a language like education or career goals, and integrative motivation, which involves interest in the language and culture. The document also summarizes two studies that found students were more instrumentally motivated to learn English for educational or employment reasons than for integrative reasons. It concludes that teachers should consider students' motivations and encourage active participation to maintain student motivation in language learning.
Communicative Language Teaching
The document discusses Communicative Language Teaching (CLT), an approach to teaching second languages that emphasizes using the language interactively to communicate and perform meaningful tasks. CLT focuses on interaction as both the means and goal of learning, considers communicative dimensions beyond just grammar structures, provides motivation for learners, and centers around their interests and needs. Some key benefits of this approach include its holistic view of language, ability to motivate learners, and relevance in a world where communication technologies are increasingly important.
Krashen's theory on Second Language Acquisition
Stephen Krashen transformed language teaching in the 1980s with his theory of second language acquisition, consisting of five hypotheses: acquisition-learning, monitor, natural order, input, and affective filter. The acquisition-learning hypothesis distinguishes between subconscious acquisition and conscious learning. Acquisition occurs through meaningful interaction, while learning involves formal instruction. The monitor hypothesis explains that learned grammar can be used to monitor speaking when certain conditions are met.
The Age Factor in Second Language Acquisition
This document discusses factors that influence language learning, with a focus on age as a factor in second language acquisition. It outlines the critical period hypothesis which suggests there is an optimal time period for acquiring language. While research has found both supporting and contradictory evidence, most agree learners who begin acquiring a second language before puberty can develop near-native competence, while those starting post-puberty are less likely to reach that level. The document also discusses theories around brain plasticity, benefits of early learning, and debates around whether there are ceilings on second language attainment.
Second Language Acquisition (SLA)
The document discusses first language acquisition and second language acquisition. It defines a first language as the language learned from birth or in early childhood. It notes that a person can have more than one first language. Second language acquisition refers to learning additional languages after the first one. Key aspects of second language acquisition discussed include the target language being learned, as well as linguistic, psychological, and social frameworks for studying the process of second language acquisition.
The grammar translation method
The Grammar-Translation method is a traditional approach to teaching foreign languages through translation and analysis of grammar rules. It was widely used in Europe in the 19th century to teach Latin and Greek. Key principles include using the student's native language as the medium of instruction, comparing grammar structures between languages, emphasizing written language over oral skills, and having students translate sentences. Classroom activities focus on reading comprehension, vocabulary memorization through bilingual word lists, deductive grammar instruction, translation exercises, and writing compositions. While it effectively teaches reading skills, the method places little emphasis on developing oral proficiency in the target language.
Communicative Language Teaching (CLT)
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
Second language acquisition
This document discusses key concepts in second language acquisition, including:
- The difference between first and second language acquisition, with second language acquisition referring to learning additional languages beyond one's native tongue.
- Factors that can help or hinder second language learning such as interaction level, age, and affective barriers like embarrassment.
- Educational approaches to teaching second languages including grammar-translation, audio-lingual, and communicative methods.
- Concepts like interlanguage, fossilization, input/output, and motivation that influence the second language learning process.
Input, interaction, and second language acquisition
The document discusses input, interaction, and second language acquisition from multiple perspectives. It begins by defining input and noting three views on input in language acquisition: behaviourist, nativist, and interactionist. It then examines foreigner talk studies, discourse analysis, and input/interaction in classroom settings. Research on motherese and first language acquisition is also summarized. The document provides an overview of different frameworks for analyzing classroom interaction, including interaction analysis, classroom process research, and teacher talk analyses.
Silent Way method PPT
The Silent Way is a language teaching method devised by Caleb Gattegno based on the teacher being as silent as possible. It uses physical objects like Cuisenaire rods to facilitate problem-solving in the target language. The objectives are near-native fluency and learner autonomy. The theory views language as arbitrarily associated sounds and meanings organized by grammar rules, separated from social context and taught through artificial situations represented by rods. Learners work independently and correct themselves while the teacher silently monitors and uses gestures to elicit responses without direct correction or modeling.
Language Learning Strategies
This document provides an introduction to language learning strategies and styles. It defines language learning strategies as activities used by learners to improve their language learning, such as obtaining, storing, retrieving, and using information. Learning styles reflect one's multiple intelligences and preferred ways of learning. The document identifies eight multiple intelligences: logical/mathematical, visual/spatial, verbal/linguistic, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, and naturalist. It categorizes language learning strategies as direct, indirect, memory, cognitive, compensation, metacognitive, affective, and social strategies. Finally, it notes that the document is a course book in progress for begin
Motivation in second language acquisition
Motivation is one of the factors that influence individual difference in second language acquisition.
Teaching By Principles (Douglas Brown)
1. Douglas Brown outlines 12 principles for teaching a second language from cognitive, affective, and linguistic perspectives.
2. The principles include developing automaticity, meaningful learning over rote learning, anticipating rewards, intrinsic motivation, strategic investment, managing language ego and risk-taking, understanding the language-culture connection, and developing interlanguage and communicative competence.
3. Applying these principles involves focusing on language use rather than just knowledge, developing fluency as well as accuracy, and ensuring classroom learning prepares students for real-world language use.
The Communicative Approach
The document discusses the communicative language teaching (CLT) approach. It emphasizes that the goal of CLT is developing students' communicative competence through meaningful communication. It describes four areas of competence: linguistic, sociolinguistic, discourse, and strategic. The principles of CLT are that students learn through communication, authentic activities should be the goal, fluency is important, and learning involves trial and error. The teacher facilitates communication and acts as a guide, while students are responsible for their own learning. Lessons should incorporate activities that focus on both accuracy and fluency, such as information gap tasks.
Natural approach
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
SLA: Introduction
This presentation is an introduction to some classic definitions and concepts in second language Acquisition. It is part of the seminar on applied linguistics offered at Universidad del Valle.
3 Factors Affecting L2 Learning
The document discusses several factors that can affect second language learning, including intelligence, aptitude, personality, motivation, learner preferences/styles, and age of acquisition. Regarding intelligence, different types exist (e.g. linguistic, logical) and it may correlate more with rule-based learning than communicative skills. Aptitude predicts future achievement and includes abilities like sound identification and grammar rule inference. Personality's role is unclear but extroversion and risk-taking may help, while inhibition hinders pronunciation. Motivation can be intrinsic or extrinsic/instrumental, and identity/attitudes also influence learning. Learner styles include visual/auditory preferences and field independence/dependence in processing information.
Natural approach
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell in 1983 that focuses on natural acquisition rather than conscious learning. It believes adults can acquire a second language in the same way children acquire their first through meaningful interaction and comprehensible input. The teacher provides a low-anxiety environment and interesting materials to help students progress through natural stages of language development at their own pace without pressure or correction. The role of the teacher is to facilitate communication while respecting the natural order students acquire linguistic structures.
Factors that influence second language acquisition and learning
This document discusses several key factors that influence second language acquisition, including motivation, attitude, age, intelligence, aptitude, learning styles, and personality. Motivation is one of the most important factors, and can be either integrative, relating to interest in the language and its culture, or instrumental, relating to practical uses of the language. Other important influences include a learner's attitude towards the language and its community, their age and any critical periods for language learning, general and multiple types of intelligence, as well as their language learning aptitude, style, personality traits like inhibition, anxiety and empathy.
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2. More recent motivation theories focus on intrinsic/extrinsic motivation and intellectual curiosity rather than just social and pragmatic dimensions. Other constructs examined include integrative and instrumental motivation, knowledge/friendship/travel orientations, and intrinsic vs. extrinsic motivation.
3. Motivation is analyzed at the learner level considering factors like need for achievement, self-confidence, and at the learning situation level considering course, teacher, and group specific factors.
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2. Elton Mayo found workers are motivated by social factors like interaction and attention from managers.
3. Abraham Maslow's hierarchy of needs theory proposes workers must have lower level needs met like pay before pursuing higher needs like fulfillment.
4. Frederick Herzberg argued motivators like interesting work that provides responsibility are more effective than dissatisfiers like pay. Methods like job enrichment and empowerment can motivate.
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This document summarizes an article about motivation in second language learning. It begins by establishing motivation as a key factor in language learning success. It then discusses how motivation is a complex, multi-faceted concept that is defined and conceptualized in various ways. The summary explores some of the major theories and perspectives on motivation from social psychology and motivational psychology, including expectancy-value theory, goal theory, and self-determination theory. It concludes by noting that understanding motivation requires integrating different theoretical approaches.
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This document discusses strategies for motivating students in the classroom. It begins by defining motivation and explaining its importance for learning. It then outlines several theories of motivation and development, including Freud's psychoanalytical theory, Vygotsky's social development theory, Maslow's hierarchy of needs, and Krashen's affective filter hypothesis. The document provides tips for motivating students of different ages, such as using games and movement for young learners, incorporating pop culture and technology for teens, and addressing job and social needs for adults. It also offers general strategies like varying activities, incorporating culture, reducing anxiety, and getting to know students. Projects are highlighted as a way to increase intrinsic motivation. The document concludes by discussing teacher
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Motivation is like an accelerator in a vehicle. A vehicle keeps moving at the pace decided by its accelerator. The moment accelerator is reduced, vehicle’s speed reduces and it may come to a standstill if there is no further acceleration. Alternatively, if brakes are applied, there will be an abrupt reduction in the speed of the vehicle and it may come to a standstill.
This is true to human beings as well. As long as they are motivated they keep working and producing extraordinary results. The moment there is a drop in their acceleration (motivation), results start diminishing. Of course, applying brakes (dissatisfaction/demotivation) certainly bring them to a halt. The only difference is that unlike a vehicle, human beings have different types of accelerator and brake.
Therefore, the book, Why My Horse Doesn't Drink' will help readers to identify the ways that may accelerate or slow down the speed of their team members. Chapter ‘How to motivate’ talks about the points that accelerate and chapter ‘How not to demotivate’ explains the factors that may work as brakes to performance. Thereby readers will be able to make best use of their vehicle (Team Members).
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Second Language Motivation
- 1. Mastoor Al Kaboody Northern Arizona University
- 2. Motivation Motivation “provides the primary impetus to initiate learning the second language and later the driving force to sustain the long and often tedious learning process” (Dörnyei, 1998, p. 117).
- 3. Overview Gardner’s Socio-Educational Model Integrative Motivation Instrumental Motivation Dornyei’s Psychological Model Language Level Learner Level Learning Situation Level
- 4. Overview Self-Determination Theory Amotivation Learners see no relation between their actions and the consequences of their actions Extrinsic Motivation Pressure or reward from the social environment to learn a language Intrinsic Motivation More self-determined and refers to internal factors such as enjoyment and satisfaction for oneself
- 5. The Role of Teachers in Learner’s Motivation Many studies on motivation conclude that L2 teachers play one of the most influential roles to help students engage and persist in the long process of second language acquisition. (Kikuchi, 2009; Sakai & Kikuchi, 2009; Tanak, 2005)
- 6. Motivational Strategies Figure out learners’ real reasons for learning the L2 Show students the benefits of learning the L2 Create a safe, welcoming, and non-intimidating teaching environment Motivate students to develop high but realistic intrinsic motivation
- 7. Motivational Strategies Set a personal behavior example Present task properly to the learners Have good teacher-student relationships Work on increasing learners’ self-confidence
- 8. Motivational Strategies Ensure that language class is interesting to the students Promote learners’ autonomy as much as possible Personalize the learning process Make sure that learners are familiar with the target language culture
- 9. Maintaining and Protecting Motivation “The natural tendency to lose sight of the goal, to get tired or bored of the activity, and to give way to attractive distractions or competing action tendencies will result in initial motivation gradually petering out” (Dornyei & Ushioda, 2011, p. 118).
- 10. How to Protect Motivation? Make the learning experience enjoyable and stimulating Make the task challenging but achievable Help learners demonstrate a positive social image and show their strength Foster learners’ autonomy