This document discusses theories and definitions of motivation. It defines motivation from behaviorist, cognitive, and self-control perspectives. Maslow's hierarchy of needs is also mentioned. The document distinguishes between intrinsic and extrinsic motivation, noting that intrinsic motivation leads to better long-term learning outcomes. Extrinsic motivators like tests can undermine learning if they do not consider student needs. The document provides examples of classroom activities that can foster intrinsic motivation and lists the teacher's role as facilitator, including setting a good example, promoting student autonomy, and making lessons interesting.

1. Chapter 5, Douglas Brown (2001)
Teaching by Principles: An Interactive Approach to
Language Pedagogy.Addison Wesley,Longman.
Prof. Estela N. Braun- Adjunto Regular Práctica
Educativa II, Didáctica del Inglés y Residencia en
Primaria (Abril, 2014)
MOTIVATION

2. DEFINING MOTIVATION
 1. a Behaviouristic Definition: Skinner (1958)
Motivation as “…the anticipation of
reward”.
 2. Cognitive definition:
 Internal drives: Ausubel (1968):
exploration-manipulation-stimulation-
activity-knowledge-ego
enhancement.

3. Hierarchy of Needs Theory ,Maslow
(1970)
 Self-actualization
 Esteem: Strength
 Esteem: Status
 Love- Belongingness- Affection
 Safety- Security- Protection- Freedom
from Fear
 Air- Water- Food- Rest- Exercise

4. Self-control theory (Hunt, 1971)
MOTIVATION is highest when one
can make one’s own choices
, whether they are short-term or
long-term contexts.Self-
regulation. Autonomy. Make our
own choices.
 http://www.youtube.com/watch?v=f_c9ZhYZtjY
 David Nunan, Motivating YLE.

5. INTRINSIC AND EXTRINSIC
MOTIVATION
 Gardner and Lambert, 1972; Gardner &
Tremblay, 1994.
 MOTIVATION: Intensity of one’s
impetus to learn.
 Intrinsic motivation is superior in
terms of long-term goals.
 Extrinsic motivation: too
dependant on tangible rewards.

6. THE PROBLEM OF EXTRINSIC
MOTIVATION
 CONTENT
 PRODUCT
 CORRECTNESS
 COMPETITIVENESS
 ALL OF
 THEM LEAVE OUT THE LEARNERS’ NEEDS,
AND THUS FAIL TO CREATE A
COLLABORATIVE PROCESS OF
COMPETENCE BUILDING.
 Discuss the chart on page 79.

7. Tests and exams. Peer-
evaluation
 Emphasizing the “big” picture-larger perspective
 Letting students set long-term goals
 Allowing sufficient time for learning
 Cooperative learning activities
 Group work
 Viewing the class as a team
 Content-centered teaching
 English for specific purposes
 Allowing risk-taking behaviour
 Rewarding innovation and creativity

8. Activities for intrinsic motivation
 Teaching writing as a thinking process in which
learners develop their own ideas freely and
openly.
 Showing learners different strategies to enhance
their learning.
 Students créate their own Reading materials (e-
books)
 Oral fluency activities about their interests.
 Listening to an academic lectura for specific
information.
 CLT enables learners to use language to
accomplish functions.
 If learners see grammatical explanations as a

9. Teacher as FACILITATOR
(Dôrnyei,1998)
 1. Set a personal example with your own
behaviour.
 2. Create a pleasant, relaxed atmosphere in the
classroom.
 3. Present the tasks properly.
 4. Develop a good relationship with the learners.
 5. Increase the learners’linguistic self-confidence.
 6. Make the language classes interesting.
 7. Promote learner autonomy.
 8. Personalize the learning process.
 9. Increase the learners’goal-orientedness.
 10. Familiarize learners with the target language
culture.

10. TASKS:
 At home solve chapter 9 TKT in pairs.
 In pairs, review literature on Motivation. Choose
an article, summarize it and present it orally in
class. Which practical experiment could you use
to learn about your students’level of motivation?
 You will receive a list of recommended authros by
mail.

11. Internet Resources for
teachers
 http://learnenglishkids.britishcouncil.org/en/
 http://www.macmillanenglish.com/resources/
 http://www.pearsonlongman.com/ae/heythere/tea
cher-resources.asp
 http://www.cambridge.org/ar/elt/?site_locale=es_
AR