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An AZ of methodology: Motivation
What and why?
Of all the different factors involved in language learning, motivation is probably
one of the most important. Researchers have suggested that there are two main
types of motivation in language learning: instrumental which means that
people study in order to use the language (e.g., in their work) and integrative
which means that they study because they want to know more about a foreign
language culture. With young learners, neither of these types of motivation is
generally relevant. There is often very little immediate need to learn the
language and it is probably unlikely that they are particularly attracted to a
foreign language culture. This means that many teachers feel they have to resort
to other ways to motivate their students, using songs, games, fun activities and
texts that appeal to their interests. This can be very exhausting. Many teachers
complain that they feel they have to entertain their students in order to make
them learn.
A contrasting view is that motivation is not something that comes from outside
the students. It is something inside them, which the teacher has to try to
open up. Rather than trying to find endless ways to entertain the students,
the teacher looks for ways to bring about a deeper, more enduring sense of
student involvement, through such things as open-ended tasks. Teachers who
think this way start from the assumption that the vast majority of people
naturally want to learn, if they are given the right conditions, and what often
kills motivation is forcing things on people. They also think that people naturally
want to assume responsibility for their own lives, and look for ways to support
this in the language classroom. The more they are involved in deciding what
they will do, the more ownership and personal involvement they have.
Practical ideas
If the students do not seem very motivated to do a particular task, ask
yourself why. What is it about the situation that makes them
unmotivated?
Dont expect constant motivation! Everybody has ups and downs there
are many other things happening in the students lives and their English
classes are just a small part of it.
If motivation seems to be a particular problem, perhaps you can discuss it
with the students. Ask them what they find uninteresting about their
work perhaps its too difficult, too easy, too similar to other work they
have been doing.

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Try to think positively about all the students. Assume first that they will
succeed and encourage them. If the students think that you will expect
them to fail, they probably will!
Try to set open-ended tasks which you know that all students will be able
to do at their level of ability rather than setting tasks which you know will
generate failure. Many of these may involve students in problem solving.
Build in opportunities for individual students to be occasional experts on
something: students may have an interesting hobby or collection or may
have spent time overseas, or perhaps you could ask a student to find out
more about a certain subject and then tell the class about it.
Give the students opportunities to take responsibility for things and to be
involved in fundamental, important decisions about their work for
example, to be involved in designing tests, in the evaluation of their work,
and in Do it yourself tasks. Try to develop the students autonomy.