Strategies To Motivate In The Language Classroom
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STRATEGIES TO MOTIVATE IN THE LANGUAGE CLASSROOM
2009
What`s motivation for you?
Motivation
is a set of reasons that determines one to engage in a particular behavior.
What`s the basic need of motivation?
According
to some theories, motivation may be rooted in the basic need to minimize physical pain and maximize pleasure.
Is it its only function? It
may include specific needs such as eating and resting. Or desired object, hoppy, goal, state of being, ideal. Or it may be attributed to lessapparent reasons such as altruism and morality.
“Motivation is the factor that determine a person’s desire to do something. In Second Language and Foreign Language learning, learning may be affected differently by different types of motivation. Two types are sometimes distinguised: a) Instrumental motivation: wanting to learn a language because it will be useful for certain “instrumental goals”, such as getting a job, reading a foreign newspaper, passing and examination. b) Integrative motivation: wanting to learn a language in order to communicate with people of another culture who speak it.”
(Further reading: Gardner and Lambert 1972)”
TYPES OF MOTIVATION
INTRINSIC (comes from within): “I love it!”, “It’s funny!”
EXTRINSIC (comes from outside): “My parents will buy me a motorbike, if I pass this subject”, “Speaking English will be helpful for my career”, “English is a compulsory subject”, “I would like to travel abroad and English will be useful”
STRATEGIES TO MOTIVATE
SOME THINGS TO HAVE INTO ACCOUNT :
The attitude of the teacher is crucial Solve their doubts after the lesson Give immediate feedback Provide communication Transmit motivation Good attitude towards student and subject Not all the strategies will work with all the students
Strategie 1: “ ‘It’s a game, isn’t it, Mary Poppins?’ ‘Well, it depends on your point of view. You see, in every job that must be done there is an element of fun. You find the fun and –snap!- the job’s a game. And every task you undertake becomes a piece of cake…’”
Disney motion picture: “Mary Poppins” cited in DÖRNYEI, Z. Motivational Strategies in the language classroom. Cambridge University Press, 2001. (p. 113)
Strategie 2: “ ‘ Mary was a friend I had in college. Without saying much, she always made really good grades. It was a mystery to me. I wondered how she did it, so I began observing her more closely… Some of ther classes were not really interesting to her, but still she wanted to learn and to make good grades. So she pretended (and then actually believed) that what the teachers were saying was extremely interesting. Then she became excited about telling everybody about it…’”
MURPHEY, T. Language Hungry: An introduction to Language Learning Fun and Self-Esteem. Tokyo: Macmillan Languagehouse, 1998. (p. 21) In DÖRNYEI, Z. Motivational Strategies in the language classroom. Cambridge University Press, 2001. (p. 113)
CREATE THE APPROPRIATE MOTIVATIONAL CONDITIONS
Demonstrate enthusiasm Take learning very seriously Create a good and pleasant classroom environment Create a sense of group They are all equal (Same activities, same mistakes)
ORIGINATE INITIAL MOTIVATION
Motivated pupil in a group = Transmit enthusiasm Highlight aspects the students are likely to enjoy Encourage them to speak Mistakes are permitted! Look for interesting topics Explore the target language “Pen friends” E-mails and international chats Emphasise advantages Web page in the target language
Increase expectancy of success Mention potential problems Offer assistance Increase goal-orientation (Group/Individual goals) Make teaching materials attractive Relate topics to students’ experiences/environments Tell students to outline and run part of the course Make students have realistic learner beliefs
MAINTAIN AND PRESERVE MOTIVATION
Make learning stimulating and pleasant Break the monotony of the lessons Sporadically, do the unexpected! Focus on the motivational flow (Not only on the information flow) Personalise tasks Include original, intriguing, exotic, funny, competitive or fantasy elements Raise students’ curiosity Increase students’ involvement Take part in games
Present tasks in a motivating way : Explain purpose and utility of the exercise Arise students’ desire = Project enthusiasm Provide appropriate strategies to do the task Work with them at the beginning of difficult tasks Provide immediate feedback and satisfaction Increase goal-orientedness : Select specific, short- term goals Draw up written agreement Help and reward them Observe students’ progress Respect the details of the “contract”
Protect self-esteem and increase self-confidence : Provide opportunities of success Adjust the difficulty level of activities Include improvement options Provide regular encouragement Remove/Reduce anxiety-provoking elements Avoid social comparison Point out that everybody makes mistakes! Make tests and assessments clear Offer options to improve the final mark Teach learning strategies Show communication strategies Tell them strategies to study Retain a positive social image : Avoid humiliation, criticism or putting students in the spotlight unexpectedly
Make them work in teams Take into account team products in assessments Promote learners’ autonomy = Allow real choice Teacher role : Facilitator Cooperation among students Cooperation between students and teacher
Increase self-motivating capacity : Raise awareness of the importance of selfmotivation Share strategies (Self-reminders) Encourage students to adopt, develop, and apply self-motivating strategies
ENCOURAGE POSITIVE SELFEVALUATION
Promote effort attributions Pass along compliments Provide regular feedback about progress Provide regular feedback about areas they should concentrate on Make progress tangible Offer rewards in a motivating manner Don’t over use rewards Non-material rewards should have visual representation
Use marks in a motivating way Make assessment system completely transparent Grades must reflect effort and improvement Apply continuous assessment Don’t rely only on pencil-and-paper tests Encourage students’ self-assessment
DON’T FORGET!:
Don’t demoralise if a strategy doesn’t work Treat each student as a person, not as part of a whole Respect students You’re an ally, not an enemy! Remember that : Imposition can “sabotage” motivation!!!
Discussion What language learning strategies you use when learning English? How do you define intrinsic and extrinsic? How do you as a teacher weave strategy instruction into English lessons? What’s your opinion about instrumental and integrative motivation? Why? What are the differences of teaching strategy between younger and older learners?
Is there a recipe in English Learning? Remember
there isn`t a perfect method. The aim at the moment is to understant: Why? For what? How?, and What to teach? In this right order!!!! Magazine Nova Escola/Antonieta Celani
Síria Clair Schneider TKT Course London School
2009
What`s motivation for you?
Motivation
is a set of reasons that determines one to engage in a particular behavior.
What`s the basic need of motivation?
According
to some theories, motivation may be rooted in the basic need to minimize physical pain and maximize pleasure.
Is it its only function? It
may include specific needs such as eating and resting. Or desired object, hoppy, goal, state of being, ideal. Or it may be attributed to lessapparent reasons such as altruism and morality.
“Motivation is the factor that determine a person’s desire to do something. In Second Language and Foreign Language learning, learning may be affected differently by different types of motivation. Two types are sometimes distinguised: a) Instrumental motivation: wanting to learn a language because it will be useful for certain “instrumental goals”, such as getting a job, reading a foreign newspaper, passing and examination. b) Integrative motivation: wanting to learn a language in order to communicate with people of another culture who speak it.”
(Further reading: Gardner and Lambert 1972)”
TYPES OF MOTIVATION
INTRINSIC (comes from within): “I love it!”, “It’s funny!”
EXTRINSIC (comes from outside): “My parents will buy me a motorbike, if I pass this subject”, “Speaking English will be helpful for my career”, “English is a compulsory subject”, “I would like to travel abroad and English will be useful”
STRATEGIES TO MOTIVATE
SOME THINGS TO HAVE INTO ACCOUNT :
The attitude of the teacher is crucial Solve their doubts after the lesson Give immediate feedback Provide communication Transmit motivation Good attitude towards student and subject Not all the strategies will work with all the students
Strategie 1: “ ‘It’s a game, isn’t it, Mary Poppins?’ ‘Well, it depends on your point of view. You see, in every job that must be done there is an element of fun. You find the fun and –snap!- the job’s a game. And every task you undertake becomes a piece of cake…’”
Disney motion picture: “Mary Poppins” cited in DÖRNYEI, Z. Motivational Strategies in the language classroom. Cambridge University Press, 2001. (p. 113)
Strategie 2: “ ‘ Mary was a friend I had in college. Without saying much, she always made really good grades. It was a mystery to me. I wondered how she did it, so I began observing her more closely… Some of ther classes were not really interesting to her, but still she wanted to learn and to make good grades. So she pretended (and then actually believed) that what the teachers were saying was extremely interesting. Then she became excited about telling everybody about it…’”
MURPHEY, T. Language Hungry: An introduction to Language Learning Fun and Self-Esteem. Tokyo: Macmillan Languagehouse, 1998. (p. 21) In DÖRNYEI, Z. Motivational Strategies in the language classroom. Cambridge University Press, 2001. (p. 113)
CREATE THE APPROPRIATE MOTIVATIONAL CONDITIONS
Demonstrate enthusiasm Take learning very seriously Create a good and pleasant classroom environment Create a sense of group They are all equal (Same activities, same mistakes)
ORIGINATE INITIAL MOTIVATION
Motivated pupil in a group = Transmit enthusiasm Highlight aspects the students are likely to enjoy Encourage them to speak Mistakes are permitted! Look for interesting topics Explore the target language “Pen friends” E-mails and international chats Emphasise advantages Web page in the target language
Increase expectancy of success Mention potential problems Offer assistance Increase goal-orientation (Group/Individual goals) Make teaching materials attractive Relate topics to students’ experiences/environments Tell students to outline and run part of the course Make students have realistic learner beliefs
MAINTAIN AND PRESERVE MOTIVATION
Make learning stimulating and pleasant Break the monotony of the lessons Sporadically, do the unexpected! Focus on the motivational flow (Not only on the information flow) Personalise tasks Include original, intriguing, exotic, funny, competitive or fantasy elements Raise students’ curiosity Increase students’ involvement Take part in games
Present tasks in a motivating way : Explain purpose and utility of the exercise Arise students’ desire = Project enthusiasm Provide appropriate strategies to do the task Work with them at the beginning of difficult tasks Provide immediate feedback and satisfaction Increase goal-orientedness : Select specific, short- term goals Draw up written agreement Help and reward them Observe students’ progress Respect the details of the “contract”
Protect self-esteem and increase self-confidence : Provide opportunities of success Adjust the difficulty level of activities Include improvement options Provide regular encouragement Remove/Reduce anxiety-provoking elements Avoid social comparison Point out that everybody makes mistakes! Make tests and assessments clear Offer options to improve the final mark Teach learning strategies Show communication strategies Tell them strategies to study Retain a positive social image : Avoid humiliation, criticism or putting students in the spotlight unexpectedly
Make them work in teams Take into account team products in assessments Promote learners’ autonomy = Allow real choice Teacher role : Facilitator Cooperation among students Cooperation between students and teacher
Increase self-motivating capacity : Raise awareness of the importance of selfmotivation Share strategies (Self-reminders) Encourage students to adopt, develop, and apply self-motivating strategies
ENCOURAGE POSITIVE SELFEVALUATION
Promote effort attributions Pass along compliments Provide regular feedback about progress Provide regular feedback about areas they should concentrate on Make progress tangible Offer rewards in a motivating manner Don’t over use rewards Non-material rewards should have visual representation
Use marks in a motivating way Make assessment system completely transparent Grades must reflect effort and improvement Apply continuous assessment Don’t rely only on pencil-and-paper tests Encourage students’ self-assessment
DON’T FORGET!:
Don’t demoralise if a strategy doesn’t work Treat each student as a person, not as part of a whole Respect students You’re an ally, not an enemy! Remember that : Imposition can “sabotage” motivation!!!
Discussion What language learning strategies you use when learning English? How do you define intrinsic and extrinsic? How do you as a teacher weave strategy instruction into English lessons? What’s your opinion about instrumental and integrative motivation? Why? What are the differences of teaching strategy between younger and older learners?
Is there a recipe in English Learning? Remember
there isn`t a perfect method. The aim at the moment is to understant: Why? For what? How?, and What to teach? In this right order!!!! Magazine Nova Escola/Antonieta Celani
Síria Clair Schneider TKT Course London School
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