motivation whatitiswherefromhowtosustainit

“Motivation: what it means, where it comes from and how it can be

sustained.”

MATE Middle School Conference,

Tiznit, May 4-6, 2012.Abdellatif Zoubair

Email: [email protected]

Web: www.zoubaireltcommunity.ac.ma

MATE Mid Sc Conf,Tiznit May12

mailto:[email protected]

Outline

1. Define the concept of motivation

2. State the main features underlying motivation

3. Explain how some potential factors impact motivation

4. Discuss possible ways of sustaining motivation

5. Reflect on the pedagogical implications of the ideas above MATE Mid Sc Conf,Tiznit May12

What is it?

1. “In general, the driving . . . . . . in any situation that leads to . . . . . ..”

2. “A combination of the learner’s . . . . . . ., desires, and willingness to expend effort in order to learn the second language.”


3. “Some kind of internal . . . . . . . which pushes someone to do things in order

to . . . . . . . something.”

4. “It also includes the need for the . . . . . . . to be known and to be approved by others.”


5. “A state of . . . . . . . arousal which

provokes a decision to act, as a result of

which there is a . . . . . . . intellectual and/or

physical effort so that the person can

achieve some previously set . . . . . . ..”


1. “In general, the driving force in any situation that leads to action.”

2. “A combination of the learner’s attitudes, desires, and willingness to expend effort in order to learn the second language.”

3. “Some kind of internal drive which pushes someone to do things in order to achieve something.”MATE Mid Sc Conf,Tiznit May12

4. “It also includes the need for the self to be known and to be approved by others.”

5. “A state of cognitive arousal which

provokes a decision to act, as a result of

which there is a sustained intellectual and/or

physical effort so that the person can achieve

some previously set goal.”MATE Mid Sc Conf,Tiznit May12

Related notions

1. An orientation: a class of reasons for learning a language

2. Integrative orientation: a willingness to be like valued members of the community.


3. Instrumental orientation: aims at more practical concerns, e.g. getting a job or passing an exam.

4. Intrinsic motivation: involves enjoyment of learning itself

5. Extrinsic motivation: driven by external factors such as parental pressure


Key features

1. Feeling2. Goal3. Action4. Attitude5. Willingness6. Effort7. Challenge8. . . .


Contributing factors

1. The goal: clearly defined? . . .

2. The society we live in: status within the curriculum? Associated cultural images? . . .

3. The people around us: Parents? Peers? . . .

4. Curiosity: Initial motivation crucial, but should be sustained?

-. . . .MATE Mid Sc Conf,Tiznit May12

Five-stage model for sustaining motivation

1. Affect: Students’ feelings? . . .

2. Achievement: success versus failure?

3. Attitude: Do learners have confidence in the teachers? In their professional abilities? . . .

4. Activities: Do they involve enjoyment? Do students see the point/utility of the tasks? . . .

5. Agency: Are students involved in decision making relating to their learning? . . .


Pedagogical implications?

1. Reflect on how you can incorporate the notions above into your teaching practices.

2. Share your thoughts with the group.


REFERENCES:

Blackburn, B. & Abbigail, A. February/March. “Motivation: It’s All About Me.” Momentum Journal. National Catholic Education Association.

Brown, H.,Douglas (2007) Principles of Language Learning and Teaching. Pearson Education.

Harmer, J. The Practice of English LanguageTeaching. Pearson Longman Fourth Edition.

Richards, Jack C. & Scmidt, R. 2010. Dictionary of Language Teaching and Applied Linguistics. Longman.


Thank you for your your attention!

N.B. Refer to slideshare

http://www.slideshare.net/Atrlogin/100-ways-to-motivate-yourself1

http://www.slideshare.net/ddeubel/educational-quotes






motivation whatitiswherefromhowtosustainit

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