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Motivaion in the classroom
       Irina Grekova
       CELTA, DELTA, MA in TESOL, CELTA Assessor
       CELTA Trainer, IH CAM Trainer, TKT: 3 Modules Preparation
       Course Trainer, ATEEL Refresher Course in TEFL Trainer.




                                                  © BKC-IH Moscow Teacher Training Centre 2012
Motivation is…

Motivated learners are…




                          © BKC-IH Moscow Teacher Training Centre 2012
‘Motivation is what
drives learners to
achieve a goal, and
is a key factor
determining success
or failure in
language learning.’
Thornbury, S. ‘An A to Z of ELT’2006
Macmillan

                                       © BKC-IH Moscow Teacher Training Centre 2012
Motivation is…


‘Language learning motivation is the
  intensity and persistence of a learner’s
  desire to succeed.’
Tarone E., Swierzbin B. ‘Exploring Learner Language’ OUP




                                               © BKC-IH Moscow Teacher Training Centre 2012
Identified traits of motivated
            learners:

• Engaged

• Autonomous

• Inspired



                           © BKC-IH Moscow Teacher Training Centre 2012
Dominant ideas in L2 motivation
           research


•Instrumental and integrative motivation
(Lambert & Gardner 1959-1990)
•Intrinsic/extrinsic: inner motivation vs
situation specific motives (1990s)
•New Approaches : examine relationship
between motivation and identity

                                © BKC-IH Moscow Teacher Training Centre 2012
Integrative


Derives from a desire on
the part of the learners to
be members of the
speech community that
uses a particular
language. It is an
internally generated want
rather than externally
imposed need.
                                  © BKC-IH Moscow Teacher Training Centre 2012
Instrumental


The reflection of an external
need. The Ls are not learning
a language because they
want to, but because they
need to.



                                © BKC-IH Moscow Teacher Training Centre 2012
Motivation Theory


•Integrative- integrating into the community
•Instrumental- material/ educational benefits
•Extrinsic- benefits of success in learning
•Intrinsic- enjoying the language learning itself,
personally fulfilling
•Self & Personal Identity – our ideal L2 self and
what we should be able to do

                                     © BKC-IH Moscow Teacher Training Centre 2012
Teaching implications

•
    Learning more about the Ss’ needs
•
    Tailoring the course for them
•
    Including materials, texts, functional language to meet their
    expectations
•
    To provide opportunities for them to achieve and become the ideal self
•
    Integrative – cultural knowledge: customs & traditions, accent, films,
    literature, etc.
•
    Instrumental/ extrinsic – What, when where, who with S is going to use
    L2
•
    Intrinsic – What kind of activities does he enjoy, prefer? Topics? Skills?
•
    Self identity – How do you see yourself?
                                                       © BKC-IH Moscow Teacher Training Centre 2012
Goals?



The L’s goal may be
• a short-term one: such as successfully
performing a classroom task or
•a long-term one: such as achieving native-like
proficiency in the language.



                                    © BKC-IH Moscow Teacher Training Centre 2012
Goals / Teaching implications



Make sure Ss have/ set/ are aware of their goals
Tailor the course for Ss to achieve them
Make sure goals are realistic




                                   © BKC-IH Moscow Teacher Training Centre 2012
Engaging students? How?




                    © BKC-IH Moscow Teacher Training Centre 2012
Engaging Learner???


• Rapport/ personal interest
• Goals
• Praise based on
  achievement
• Learning about the Ss
• Approachable
• Meeting Ss’
  needs/interests
• Personalise tasks
                               © BKC-IH Moscow Teacher Training Centre 2012
A framework for motivational
         strategies

•Appropriate T behavior and
good teacher-student rapport
•A pleasant and supportive
classroom atmosphere
•Inductive teaching
•A cohesive learner group
characterized by appropriate
group norms


                               © BKC-IH Moscow Teacher Training Centre 2012
A cohesive learner group characterized
     by appropriate group norms


  Factors promoting group cohesiveness:
  *time spent together
  *shared group history
  *learning about each other
  *interaction
  *intergroup competition and cooperation
  *active presence of the leader
                                    © BKC-IH Moscow Teacher Training Centre 2012
Learner autonomy


Helping Ls to understand the process of learning
Ls acknowledging their roles
Ls understanding their needs
Ls aware of goals
Ls finding strategies (what and how to learn)



                                   © BKC-IH Moscow Teacher Training Centre 2012
Promoting learner autonomy


• Other resources within the classroom
• For the Ss to direct their own learning: what and
  how to learn
• Finding solutions on their own
• Less rely on the T
• Learn outside the classroom, using other
  resources
                                    © BKC-IH Moscow Teacher Training Centre 2012
Promoting learner autonomy


•   Helping Ls understand the process of learning
•   Inside and outside the classroom
•   Ss acknowledge their role in learning
•   Helping Ls to understand their needs
•   Setting goals for themselves
•   Finding specific strategies

                                    © BKC-IH Moscow Teacher Training Centre 2012
Appropriate T behavior and
good teacher-student rapport

   ‘Whatever is done by the teacher has a motivational,
formative influence on students. In other words, teacher
behaviour is a powerful ‘motivational tool’
   Dorney, 2001




                                          © BKC-IH Moscow Teacher Training Centre 2012
Appropriate T behavior and
good teacher-student rapport


•Mutual trust and respect
•Talking on a personal level
•Imparting a sense of commitment,
interest




                                    © BKC-IH Moscow Teacher Training Centre 2012
A pleasant and supportive classroom
             atmosphere


 Learner motivation will
 reach its peak in a safe
 classroom climate in which
 Ss can express their
 opinions and feel that they
 do not run the risk of being
 ridiculed


                                © BKC-IH Moscow Teacher Training Centre 2012
Strategies in generating
       student motivation

•   Creating realistic learner beliefs
•   Maintaining and protecting motivation
•   Increasing the Ls’ self-confidence
•   Creating learner-autonomy
•   Encouraging positive self-evaluation
•   Increasing learner satisfaction


                                    © BKC-IH Moscow Teacher Training Centre 2012
Ten Commandments for LL
        motivation

•Set a personal example with your own
__________.
•Create a pleasant, relaxed ________in the
classroom.
•Present the tasks ___________.
•Develop a good _________ with the Ls.
•Increase the learner’s linguistic self- _________.

                                    © BKC-IH Moscow Teacher Training Centre 2012
•   Make the language classes __________.
•   Promote learner __________.
•   _________ the learning process.
•   Increase the learner’s goal- _________.
•   Familiarise learners with the TL ______.


                                   © BKC-IH Moscow Teacher Training Centre 2012
•Set a personal example with your own behaviour.
•Create a pleasant, relaxed atmosphere in the
classroom.
•Present the tasks properly.
•Develop a good relationship with the learners.
•Increase the learner’s linguistic self-confidence.


                                   © BKC-IH Moscow Teacher Training Centre 2012
•Make the language classes interesting.
•Promote learner autonomy.
•Personalise the learning process.
•Increase the learner’s goal-orientedness.
•Familiarise learners with the TL culture.




                                  © BKC-IH Moscow Teacher Training Centre 2012
General advice


•   Begin your lesson with a context
•   Elicit the language from the Ss
•   Let Ss talk about their life, interests, feelings
•   Make sure the topics are relevant
•   Step away from coursebooks
•   Let Ss decide what and how to learn

                                         © BKC-IH Moscow Teacher Training Centre 2012
BKC-IH Teacher Training Centre

    E-mail: t-training@bkc.ru
       Tel: (495) 2340314
          www.bkc.ru

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L2 motivation and learner autonomy

  • 1. Motivaion in the classroom Irina Grekova CELTA, DELTA, MA in TESOL, CELTA Assessor CELTA Trainer, IH CAM Trainer, TKT: 3 Modules Preparation Course Trainer, ATEEL Refresher Course in TEFL Trainer. © BKC-IH Moscow Teacher Training Centre 2012
  • 2. Motivation is… Motivated learners are… © BKC-IH Moscow Teacher Training Centre 2012
  • 3. ‘Motivation is what drives learners to achieve a goal, and is a key factor determining success or failure in language learning.’ Thornbury, S. ‘An A to Z of ELT’2006 Macmillan © BKC-IH Moscow Teacher Training Centre 2012
  • 4. Motivation is… ‘Language learning motivation is the intensity and persistence of a learner’s desire to succeed.’ Tarone E., Swierzbin B. ‘Exploring Learner Language’ OUP © BKC-IH Moscow Teacher Training Centre 2012
  • 5. Identified traits of motivated learners: • Engaged • Autonomous • Inspired © BKC-IH Moscow Teacher Training Centre 2012
  • 6. Dominant ideas in L2 motivation research •Instrumental and integrative motivation (Lambert & Gardner 1959-1990) •Intrinsic/extrinsic: inner motivation vs situation specific motives (1990s) •New Approaches : examine relationship between motivation and identity © BKC-IH Moscow Teacher Training Centre 2012
  • 7. Integrative Derives from a desire on the part of the learners to be members of the speech community that uses a particular language. It is an internally generated want rather than externally imposed need. © BKC-IH Moscow Teacher Training Centre 2012
  • 8. Instrumental The reflection of an external need. The Ls are not learning a language because they want to, but because they need to. © BKC-IH Moscow Teacher Training Centre 2012
  • 9. Motivation Theory •Integrative- integrating into the community •Instrumental- material/ educational benefits •Extrinsic- benefits of success in learning •Intrinsic- enjoying the language learning itself, personally fulfilling •Self & Personal Identity – our ideal L2 self and what we should be able to do © BKC-IH Moscow Teacher Training Centre 2012
  • 10. Teaching implications • Learning more about the Ss’ needs • Tailoring the course for them • Including materials, texts, functional language to meet their expectations • To provide opportunities for them to achieve and become the ideal self • Integrative – cultural knowledge: customs & traditions, accent, films, literature, etc. • Instrumental/ extrinsic – What, when where, who with S is going to use L2 • Intrinsic – What kind of activities does he enjoy, prefer? Topics? Skills? • Self identity – How do you see yourself? © BKC-IH Moscow Teacher Training Centre 2012
  • 11. Goals? The L’s goal may be • a short-term one: such as successfully performing a classroom task or •a long-term one: such as achieving native-like proficiency in the language. © BKC-IH Moscow Teacher Training Centre 2012
  • 12. Goals / Teaching implications Make sure Ss have/ set/ are aware of their goals Tailor the course for Ss to achieve them Make sure goals are realistic © BKC-IH Moscow Teacher Training Centre 2012
  • 13. Engaging students? How? © BKC-IH Moscow Teacher Training Centre 2012
  • 14. Engaging Learner??? • Rapport/ personal interest • Goals • Praise based on achievement • Learning about the Ss • Approachable • Meeting Ss’ needs/interests • Personalise tasks © BKC-IH Moscow Teacher Training Centre 2012
  • 15. A framework for motivational strategies •Appropriate T behavior and good teacher-student rapport •A pleasant and supportive classroom atmosphere •Inductive teaching •A cohesive learner group characterized by appropriate group norms © BKC-IH Moscow Teacher Training Centre 2012
  • 16. A cohesive learner group characterized by appropriate group norms Factors promoting group cohesiveness: *time spent together *shared group history *learning about each other *interaction *intergroup competition and cooperation *active presence of the leader © BKC-IH Moscow Teacher Training Centre 2012
  • 17. Learner autonomy Helping Ls to understand the process of learning Ls acknowledging their roles Ls understanding their needs Ls aware of goals Ls finding strategies (what and how to learn) © BKC-IH Moscow Teacher Training Centre 2012
  • 18. Promoting learner autonomy • Other resources within the classroom • For the Ss to direct their own learning: what and how to learn • Finding solutions on their own • Less rely on the T • Learn outside the classroom, using other resources © BKC-IH Moscow Teacher Training Centre 2012
  • 19. Promoting learner autonomy • Helping Ls understand the process of learning • Inside and outside the classroom • Ss acknowledge their role in learning • Helping Ls to understand their needs • Setting goals for themselves • Finding specific strategies © BKC-IH Moscow Teacher Training Centre 2012
  • 20. Appropriate T behavior and good teacher-student rapport ‘Whatever is done by the teacher has a motivational, formative influence on students. In other words, teacher behaviour is a powerful ‘motivational tool’ Dorney, 2001 © BKC-IH Moscow Teacher Training Centre 2012
  • 21. Appropriate T behavior and good teacher-student rapport •Mutual trust and respect •Talking on a personal level •Imparting a sense of commitment, interest © BKC-IH Moscow Teacher Training Centre 2012
  • 22. A pleasant and supportive classroom atmosphere Learner motivation will reach its peak in a safe classroom climate in which Ss can express their opinions and feel that they do not run the risk of being ridiculed © BKC-IH Moscow Teacher Training Centre 2012
  • 23. Strategies in generating student motivation • Creating realistic learner beliefs • Maintaining and protecting motivation • Increasing the Ls’ self-confidence • Creating learner-autonomy • Encouraging positive self-evaluation • Increasing learner satisfaction © BKC-IH Moscow Teacher Training Centre 2012
  • 24. Ten Commandments for LL motivation •Set a personal example with your own __________. •Create a pleasant, relaxed ________in the classroom. •Present the tasks ___________. •Develop a good _________ with the Ls. •Increase the learner’s linguistic self- _________. © BKC-IH Moscow Teacher Training Centre 2012
  • 25. Make the language classes __________. • Promote learner __________. • _________ the learning process. • Increase the learner’s goal- _________. • Familiarise learners with the TL ______. © BKC-IH Moscow Teacher Training Centre 2012
  • 26. •Set a personal example with your own behaviour. •Create a pleasant, relaxed atmosphere in the classroom. •Present the tasks properly. •Develop a good relationship with the learners. •Increase the learner’s linguistic self-confidence. © BKC-IH Moscow Teacher Training Centre 2012
  • 27. •Make the language classes interesting. •Promote learner autonomy. •Personalise the learning process. •Increase the learner’s goal-orientedness. •Familiarise learners with the TL culture. © BKC-IH Moscow Teacher Training Centre 2012
  • 28. General advice • Begin your lesson with a context • Elicit the language from the Ss • Let Ss talk about their life, interests, feelings • Make sure the topics are relevant • Step away from coursebooks • Let Ss decide what and how to learn © BKC-IH Moscow Teacher Training Centre 2012
  • 29. BKC-IH Teacher Training Centre E-mail: t-training@bkc.ru Tel: (495) 2340314 www.bkc.ru