The document discusses motivation in language learning. It defines motivation and discusses different types of motivation like intrinsic and extrinsic motivation. It also discusses factors that motivate language learning like integrative orientation and instrumental orientation. The document outlines various aspects of motivating learners, including generating initial motivation, maintaining motivation, and encouraging positive self-evaluation. It discusses the intersection of learning styles, strategies, and motivation and provides examples of self-motivating strategies.

2. What is motivation?
Motivation is an act of stimulating the
interest of somebody to do something
Motivation =
effort + desire to achieve goal + attitudes
(Gard ner, 1985)

3. “Why My Horse Doesn’t Drink”

4. “You can take a horse to the pond but
cannot make it drink”
‘It is true to human beings as well’

5. Definition of Motivation
Motivation is the process of arousing the
action, sustaining the activity in process and
regulating the pattern of activity.
- YOUNG
Motivation refers to the states within a person
or animal that drives behavior toward some
goals.
- MORGAN AND KING

6. Definition of Motivation
Motivation is defined as an internal drive that
activates behavior and gives it direction.
( Romando,2007)
Motivation is defined as the process that initiates,
guides, and maintains goal-oriented behaviors.

7. Motivation and L2 learning
 Motivation is an important contributor in L2
learning. In second language learning ,a learner
will be successful with the right motivation.
 Motivation provides learners with an aim and
direction to follow.

8.  On the basis of source
 Intrinsic
 Extrinsic Motivation
 On the basis of approach
 Positive Motivation
 Negative Motivation
TYPES OF MOTIVATION

10. ON THE BASIS OF SOURCE
Extrinsic motivation
that arises from
outside of the
individual and often
involves rewards such
as trophies, money,
social recognition or
praise.
Intrinsic motivation
that arises from inside
or within the individual
because it satisfies the
person.

11. ON THE BASIS OF APPROACH
Positive Motivation
Positive motivation initiates to
offer rewards to persuade
employees or workers by
providing both monetary and no.
monetary benefits. The positive
reward can be measured in terms
of money, monetary incentives:
increment in salary, cash rewards,
bonus payment, share profit and
pension and etc.
Negative Motivation
Negatives motivation initiates
to hold out some punishment
to employees to induce
desired behavior. The negative
motivation is measured in
terms of monetary
punishments, penalties,
reduction of remuneration,
bonus allowances, and
reduction in other financial
incentives. For Efficiency we
have to give positive
motivation but, according to
situation, negative motivation
also plays important role, so it
can't be avoided.

12. PROCESS MODEL OF MOTIVATION
Pre-decisional
phase
• Intention
formation
(planning and
goal-setting)
Post-decisional
phase
• Intention
implementation
(concrete
implementation
of actions)

13. LEARNING MOTIVATION CONSISTSOF
SERVERAL DISTINCT PHASES (1/3)
 The main assumption underlying our process-
oriented approach is that motivation consists
of several distinct phases.
 First it needs to be generated the motivational
dimension related to this initial phase can be
referred to as choice motivation, because the
generated motivation leads to the selection of
the goal or task to be pursued.

14. LEARNING MOTIVATION CONSISTSOF
SERVERAL DISTINCT PHASES (2/3)
 Second, the generated motivation needs to be
actively maintained and protected while the
particular action lasts. This motivational
dimension has been referred to as executive
motivation, and it is particularly relevant to
learning in classroom settings, where students
are exposed to a great number of distracting
influences, such as off-task thoughts, irrelevant
distractions from others, anxiety about the
tasks or physical conditions that make it
difficult to complete the task.

15. LEARNING MOTIVATION CONSISTSOF
SERVERAL DISTINCT PHASES (3/3)
 Finally, there is a third phase following the
completion of the action termed motivational
retrospection which concerns the learners‘
retrospective evaluation of how things went.
The way students process their past
experiences in this retrospective phase will
determine the kind of activities they will be
motivated to pursue in the future.

16. Motivation and Need Satisfaction
Goal directed
behavior
Unsatisfied
needs
DrivesReduction in
Tension
Search for
Behavior
Need
Satisfaction
Tension
Reassessment
of needs
A Presentation by Vivek Mehrotra

17. Accelerator vs.. Brake
“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.

18. THE MOST IMPORTANT MOTIVES TO
LEARN L2
According to Gardner’s (1985) influential
motivation theory (L2 motivation) three concepts
in particular have become well-known.
1. Integrative orientation
2. Instrumental orientation
3. Integrative motive

19. THE MOST IMPORTANT MOTIVES TO
LEARN L2
1. Integrative orientation
It reflects a positive disposition toward the
L2 group and the desire to interact with and even
become similar to valued members of that community.
2. Instrumental orientation
It reefers to practical or pragmatic reason for learning
L2, such as getting a better job or
a higher salary.

20. THE MOST IMPORTANT MOTIVES TO
LEARN L2
3. The ‘integrative motive',
It is made up of three components,
A. Integrativeness
Interest in foreign language and attitude toward the L2
community.
B. Attitude toward the learning situation
Attitudes toward the teacher and the course.
C. Motivation
Motivational intensity, desire and attitudes towards
learning the language.

21. MOTIVATING LEARNERS
Dörnyei (2005: 111–113) identifies four principal
aspects of motivational teaching practice:
1. ‘Creating the basic motivational conditions’
(establishing a pleasant and supportive classroom
atmosphere ;developing a cohesive learner group with
appropriate group norms).

22. MOTIVATING LEARNERS
2. Generating initial student motivation
Enhancing the learners’ L2-related values and
attitudes; increasing the learners’ expectancy of
success; increasing the learners’ goal-orientation;
making teaching materials relevant to the learners;
creating realistic learner beliefs.

23. MOTIVATING LEARNERS
3. ‘Maintaining and protecting motivation’
Making learning stimulating; setting specific learner
goals; presenting tasks in a motivating way; protecting
the learners’ self-esteem and increasing their self-
confidence; allowing learners to maintain a positive
social image; creating learner autonomy; promoting
cooperation among the learners; promoting self-
motivating strategies.

24. MOTIVATING LEARNERS
4. ‘Encouraging positive retrospective self-evaluation’
Providing motivational feedback; promoting
motivational attributions; increasing learner
satisfaction; offering rewards and grades in a
motivating manner.

25. THE INTERSECTION OF STYLES,
STRATEGIES AND MOTIVATION
Steps that teachers can take to make their instruction
style- and strategies-based, along with motivation.
1. Raise learner awareness about learning style
preferences and language learner strategies in
order to generate motivation.
2. Find out which styles the learners favor, and which
strategies the students may already use or may wish to
add.

26. THE INTERSECTION OF STYLES,
STRATEGIES AND MOTIVATION
3.Suggest and model what ‘style-stretching’ might
look like, as well as modeling new strategies.
4. Provide a rationale for strategy use, since learners
are likely to apply strategies or develop new ones only
if they become convinced about their usefulness.
5. Provide guided exercises or experiences to help
students put the strategies into practice.
6. Encourage students to enhance their current
strategy repertoire.

27. THE INTERSECTION OF STYLES,
STRATEGIES AND MOTIVATION
7. Encourage students to be willing to use such
strategies even when it may mean taking risks.
8. Highlight cross-cultural differences in how
strategies (especially communicative strategies) might
be employed.
9.From time to time ask students to share information
about their learning style preferences and about the
strategies they have generated or found particularly
useful.

28. SELF-MOTIVATING STRATEGIES
‘Self-motivating strategies’ may play a role in
empowering learners to be more committed and
enthusiastic language learners. Dörnyei (2001b) draws
on Kuhl’s (1987) and Corno and Kanfer’s (1993)
research to suggest that self-motivating strategies are
made up of five main classes.

29. SELF-MOTIVATING STRATEGIES
1 Commitment control strategies for helping to
preserve or increase the learners 'original goal
commitment.
2 ‘Metacognitive control strategies’ for monitoring
and controlling concentrations.
3 ‘Satiation control strategies’ for eliminating
boredom and adding extra attraction or interest to the
task.

30. SELF-MOTIVATING STRATEGIES
4 Emotion control strategies’ for managing disruptive
emotional states or moods, and for generating
emotions that will be conducive to implementing one’s
Intentions.
5 ‘Environmental control strategies’ for eliminating
negative environmental
influences and exploiting positive environmental
influences.