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    Motivational Strategies in The Language Classroom PDF

    Uploaded by

    Luis Canovas Martinez

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    © All Rights Reserved
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    ‘CAMBRIDGE LANGUAGE TEACHING LIBRARY {ccna ie hig on aig ty toto ‘tin Langage Lrg by Jae Ara ‘avon adhd apse Tach con Elton ya Rd ‘ond Tina yf Chad {havo Desi Maing se by Ml roan Adin Leb {abate Aeon Re or Eth Language Try ome (Calera Lanne ing aT ety an Sam ‘Comanici ann Teanga ito Dating Ta rte Come Cano ai Nie Devtonetig Sly Pons rl ‘eloments in at ps pnb Tom De Ee and Tae et coo fat a Lrg Teaches by Mil McCay Bicone a Langage cy Pe ‘Te Dyaans eran Cer yo adr Ergo Ace aps oon Enh lr peste Pare os Han Al Was Exaile yD Cand Ln Ser Foreenan Sennd Linge ye os {hetero in Pec dy i! By ad ‘henge Teng Mai yk CRs {Enya Te Comms so noe Chol leo, Erne lpn Dos Wa eran Lag Easy Lon adr anus ray en rks Maca clean Win eb Brion Tenn Maton ean anne Cnty Za Doe Deh angen eyo Win Rae Been cer Manage satiny a Sa ‘Sen Lanna Tene ca i yf Cerda atid Naor Sy atc sept oan ‘Ras Lansanrto Sune yo Caer Ton ng Toc ctl Dra oan ond elu Reach iS Lag Lenya ren ky: Bespin, mons ooo Sad ‘Melnd eearty oN ‘ec Seman and Lanne Fn ys Bachan Chery Brown “oe ete En Lge ere ta aM ete Motivational Strategies in the Language Classroom Zoltan Dérnyei cposnate ARS C4 824 | Backqromd Kuow led 2. Cuckng He tare belvohnel cevditons CAMBEIDGE The Pi Bing, Tring Se Cam, United Kagdom on™ teEbnerd Rae Saki on a ar aatncen Soler ic tsa Men nl har a nage Dock Hose, Te Went, Cape ow oo, Seat Aaa hepstwncenbrigeon © Cambridge Unies soe “This ok iin copii. Subj fo aatay cpio and othe pois fan cle bing see, orepcion of any art may take pact ws the wtiten permis Combe Cy rs Fist pblohed cor Repel ome rite United Kim athe Univesity is, Cambie Tipefe Sahoo roap_ Sytem 3 fr] A etloge rec for books mele fom he it Lary trary of Cons Cate Picton data anos ye hdc, Contents Inerodcion: Wht thi bok owt and how ican be ws leshre sich ating a miation’? ‘About ihe content ofthis book How tow ths book Background knowlege 12 Dilfren approche to understanding motivation 1a Motivating people 15) Modestona stein Creating the asc motivational cones 2:1 Appropriate teacher behaviors £3. Aplevent and sppotiseamosphee nthe classoom £5. Adotesne learner group wi sppropeite roup noms 5 Generating intl nosvton 5.4 Enkancng he emer ngage values and aides 54. ncesing the lesne expectancy of cee, 53:3, neesing the leaner’ gosl oneness 54, Making the eacing materi elevate for the learners 535 Creming realisicesme es 4 Maing and proetng motivation 4¢ Making earing simulating ad exjoysble 2 Peseta as moses ar 45. Seng spec learner gals 13. Proeting the ern wi-oeem andincrssing heir selteondene 45 ‘Allovingerbers to mainsnspotv soil image a 7 omens 446 Promoring cooperation among the learners 42 Geatigleamersstoaomy {ES Promotng lf menting leaner stapes 5 Rounding off he kaing experience Ecoaraing poine seltealuton 5 Promoting osvationalsechutions 5:2. Providing meron esc 55 easing eemersaeacion 54. Offi owas and rade in mtiatng manor (Conclasion: Towards moivaion seve teaching practice “The "pod enoughmadator [Amepwiveapprent Pear comer rng your experiences Reterencet Index Acknowledgements 1am grateful to Cynthia Beresford, Pzer Madgves, Kilmin Nemeth, ‘Mara Rinvolue and Penny Us, who fist demonstrated tome hat motivating language teaching war about sm practices tbe atonyno0s ‘viewers ofthe tanuscrip at various tages, who ave mde some ‘ery contacine. and insight commentshuggestons abe. Mickey Bonin rom Carag University Prxywho was there with asc and sig te being hen ibn wan ae ncere tha fo you sll und lo tothe many oter people far, tends collage an stodents from whom I have lame about ‘ocestion during the pst wo decades how it can be used “Morivaton is, without question, the most complex and chal. lenging sue facing teachers oa (Schedeckr and Freeman 19992116) Lng arguments can be put forward ro prove tha motivation soe of the ey ates ts langage leasing and that il fo motrate ares fare crcial fr langage teacher but you would not be reading ts book if you were no aware ofthis So, instead of doing the conpalsory “Tounds of highlighting the sgnieance of motivation foe teacher stulentsesearchersedoeational policy-makers and practical every body ob, leeme tare this bok by taking very ferent appech. Is there such a thing as ‘motivation’? Sic speaking hee is no such thing as ‘motivation’. OF coisa such 4 satement cannot say inthe inodbetion of «book on motivation ‘without inwatatequlgeaton, What mee that motraton' an sts, hypothetical concer tha we use to explain why pple thik nd behave ay hey do Tei abi that nti sense the frm sabsumes| 2 whole range of motives ~ om faanca nceatves sucha 2s “alay to ideal elit ich athe dst for feedom tat hve very Tile a common except tha they sl infisence behaviours. Ths, mots sion is bert een asa broad umbrelia fern tha covers wares of eae "Why do we se “movvaion’ its meaning sso vague? My gues simply because ic very convenient way of refering to wae 2 father complex sue. For example, when we say that a ertain student ‘smote’, most eeachers and parents ean well imagine what we rmean ~ a keen, commited and enthuse Larne wo as good ‘essons fe lenin, who stadis with vigour And ners std who Aemoasuates perseverance ~ yer would be rather cumbersne 10 be Moveational rate in he lngnagecasroant ior pele andl al te arts. Simi, we wil ave no problem exvsiging an anmocvated” learner eventhough, again Ie he ge say ode exe wha ths umotsaon “The term i jas 8 wefal for theo and researchers a5 for rracsioners cause highligh one fai pect ofthe human mid Thon anes rats vo rt oe tnsiehes ee. comae” hme fiom) im conan sharacteritiy elated fo what one rationally thinks ("cori fnesons) or fs i. afetve” ncn. A Snow, Como and ackson (1996) sunrise in the Handbook of lnctinal Pacing, this tad dsnetion of the man mind (according to conan, cogsivon and afc) hs foen around for Indes of ear a its certainly 3 usu dvison when we consider spr leamees: Are den eons ‘clever? and tempers ‘hove era sw we a sb some a urclss (ea. Rupe ia senstive and bright shade wb sera Incest istry)? “ amd "To sania, iain is related 10 one of the most asc a ofthe human mind, snd mon teachers and scarce Weald ape hat choy avery inporant role im determining sucese o are fn any leaming situation. MY pesonal experience that 99° po cone of language learners rko really want eo eu frig language (ne who ae realy morte) wil be able ro master a eaonable wooing iowiedge of tas minimum, regis of thir langeage apiade ‘About the contentf this book “Ths book isthe ft ft kind inthe soso language (L.) fk that is enely devaed to discussing motiational satin that, Inethods and technics to generate td mata the learner! mora tion Although agree dal has been writen inthe past about wht rociation eseting it components and mensions and how thee influence faring, ver ite has ben said about how tis theoretical [nowledge ean be applied ia the ae classtoom. If clstoot pene ‘ones ae thing Gjstialy) that sesearhcr have general ie ‘hem co thee own dees by noe saying to much pachally relevant about the topic, this book is Intended to offer some remedy to that ‘Although, as you wil ce, chia practical hook with oly limited theoretical discussing, che concrete eaxeoom deus tt I wl present te tased on sound theeretel considerate: Dung the pet Wo Ascues Ihave worked as langage teacher, echer tue full-time troduction resarches,ivesity carer and PRD progeamane dec, and the Following chaps will sonata he disomy ow eapeinces, fs wel a revew of the relevant educational perches and Ls irae Ifyou are tuterested in ¢ more detaled dneasson of the theoretical and research bekground of motvason, please fer tothe "artes wading bow athe begining of Chapter How to use this Book As the autor of this book, it may be supa o bear me say that ‘then ead books of he howtos busines er “bow-o Tnouvarearncr” type; they cend to make me fr adeste and Aeckiled eater than ispted. Eten otherwise exelent manuals in dcatinalpeycology’ eat ate speiealy designed for cher can ‘rerpower withthe wealth of west and recommendations hey consi Danny the proces of writing this book, I hecame very mack aware of the chilenge of writing a "whattod” book on modratin: How cat tre presenta wide age of opcons for tices o choos eo tha wl Insc postive acon” Flow can this preseation be chad varied bur vend being daunting and making reader feel how eaplex the ycholo {Bonin Canta nm analy by Raber Gardner Walle Later na Kichard Clanen Beate thc theory sil represents on of te most ‘nus aprosces i the Ls felt us tart our exploaten of Lt Iotvation By looking nab ore Stal ‘The social paychologica! approach in Canada Tes no accident that Lz motivation secrch was nied it Canada ‘The county is one ofthe rare ling ocstons nthe woe whee the Population oficial” divided upto spears of two powcfl world Tenssape (English aod Frech). Therefore, he sompction between theowo offi Canadian lngges hos been particulary bec. Robert ‘Gardner and hs colleagues hare proposed thatthe know ofthe ‘ther conus ngage might sere at 2 mediating factor between thetwo speech communise, whick implies thatthe motion am the lgengeof the ocher commun a primary force respmsbl for “nancing oe hindering communication and alain wate Canada ‘Tis agument cme aie ese and alo has ted out Be ee) ‘aleabl to poverment agence, eulng in plenty of search mone {Dsponsr workin he Bel Tena sults obatne ty Ger sd amber (ef 1973) were sfclenly powerful o str up an intsratonal Motivational Sates in be language classroom Interest, and very soon studi of similar vein ware conducted allover the word {key tenet ofthe Canadian soil pyc approach i that tides related tthe Lz community (es anglophone lets ings shoot the fancophenes) exert a srg infuene on one La learning ‘This agsin makes pod sense: as wick my experience owing Up unary, fw lees se likely to be sete Teaming the language ofa despsed community Tes slo asuned the language learner goals alt two broad eaepories: # Ineraive orientation, which reflects postive disposition toward the Le group an he dsc to isa wth and even tecome saat tovalied enero hat community 4 Insrmamentaloriertation, where language lsring i primarily aso- ‘lated with the pteaal pematc gains of Lz profeiency, suck a ftings beer jt ora higher lary. Alehough these two ventions have become widely co in the fel the most elaberate and researched spec of Gardner theoty i tot de interaivelstramental duality bat the bade: concep of the “integrative motive’. Ts 3 complex onstuc tade up of ire Main components ee Figure 1 fr aachematc representation « icegraivencs (sing iterative orientation, ners in fregn langues and atiads toward the L3 commit) ates toward te earning suation (comprising aiudes toward the teacher and the cours) * motvition (mage up of mosivasonal incest, dei to learn the [guage andatitedes towards leaning the langue As an important scion to Gardner iotiration model, Richard ‘Clement (980, Clear el. £994) har inrodsced the concept of lingistc e-confdewe a6 a signihcanemosiatonal sabes, which is wery much in line with the sncresing importance aac vo sf fcacy in mainsreanpsychologl research (ax dncsed eat), ‘The eduational shit in the 19008 “The 19906 brought about a change in schol” thinking about L motivation. While ro one questioned the significance of the socio: «alsa dimension, te general message comin om various prs of the world was thar ‘there ie more to-modvaion’ In an infcntl ‘posion paper’, Graham Crookes and Rishaed Schad (19914 469) Bprewedhe most exp Background inceedge ES = Free 1 Garner’ conception of the nertive mae bapa en at Si cee bara arte 2 (Bore cutlass Salieri “That i, eearcher in efece wanted close the gap bere mosis ional theodes i educational pyehology and i the Ls al aiming thar by focusing so much on the socal dimension, other important "pect of motiraton have been overlooked or played dwn At 3 fet, scveal extended new L2 motiration constructs were propor, tllof which povided some sore ofa rnthess of old and new elements. ‘oillnrate the new approaches, let me descr tbe two mon: daborate feamestors trom the Peiod, BY Doraye (1994) and Wilams ad Burden (1997). Motiational Strategies in the longue classroom “Table Dismeis 1994) framework of La motivation Inara aan! st Tange oie ‘siti Come griicmeinaiend inion) coma eke fe rune oe es) Teacher specicmstations! ‘epportne Ti roematon Cpspecemeations! — Gostvealoos Cons Nomandecwsl an rewpeobsnense aehaen dmc lose, peer nds Domyer's 1994 teenework af L2 matvation [My 1994 model (je Table 2 sa good example ofthe “dusationl appro asi eifealyfoewed on mocivaton fom 2 sso Derpeci.Ieconrpualised 's moiation interme ofthe levels 1+ The Language Level encompasses various components cclated 10 aspects ofthe L, suchas che cule and the eommanity aswel 3¢ the intelectual and pragmatic values ad eae aasciated with “Tay iy thr level eprevent the rata ete loan of {a mociationasciated wih inegratvenes and ieeomenaiy. Background kaowledge 4 The Leaner Lee involves indivi characteris that he learner Ivings tothe farang proses, mos ely elfen, which reese iene of Richard Clements work onthe one The Looming Staton Level awocited with sinatenspecifc ‘moves rooted in various aspects of learning within 3 cstoom fetsng coursespecic maiationl components (elated the tibet wack take the qackllg ch and ecg, tasks teacherspecie motstonal components leaning the Imocationl impact of the teachers petal, behaviour and ‘ching wslepescel and groupspecihe motteational component trad vo the characters ofthe eae rou Willems and Burden'sramework of L2 motion Anothee detailed framework of motivational componear wes offered by Marion Willams and Bob Barden [r997) (ee Table 3) 35 part of « linger overview af pyehology fr language eachers. They al consi cred Li motivation to bea complex, mi-dmensional contact, Dut ‘the grouping ofthe components flowed diferent pnp from she Diy (1994) framework. The principal grouping catego’ tn the Wills sed Burden conaiict ts wheter the moiatonal lacs Internal or extemal, and within shee vo categories they dated {Tnamber of subcomponent, flowing some current deme ined ‘ional psycholog. ‘A process meds! of guage lsaming mabvation Let me concde the brief overview of the various mosiatin theories by preening model that T have been working om resend eich refs novel approsch in Lz mosivaton cescach The coats that wil dexeribe teow ree the principles of a more yeteral and ‘borate model devised im collaboration with a end, Isin OW {Dacnye and Ors 1998; Dornyel 2000, 2001). The new lent of the node! tha ie based on process-oriented approach. Tas ears that i takes a dynamic view of ation, tying to account for the ‘changes of mothation over tine. [tere that this i an eporae Eomsideation, because when we tak about 2 prolonged laming Sct, sich ae mastering an L, meiaton cannot be viewed 26 Sable aetbte of leaning hat reais coustane for several ont ot oh mod, what thrid the ne mate Acree, going thru cen bb and Hows. Such vriarcn ma ‘aed by range of aco such a the phe ofthe school ea fe ‘motivation might decesse with time) or the type of active a the Motivation Strategie the language classroom “Table 5 Wins and Burdens 1997 framework of La motivation row fess oe pce etlge ches Sse ‘Degen wit siti er ieee ch ad Sense of agency ‘e cewards ‘ees Tieceteiy Thana oom = putt ces ee aeons nifarn ine Teclngrofcamgtose = lta = atin pronal Stent west kil orl nom andjdgonens > Cll emt ‘Stace re 1 Sot ectsen anti Sawer emer Snes ‘omedbepesres olinguage hain er ‘She tgngue oe comy (rk tate es Devgan age adage SS 1 cf weak ar ‘ofa an hod 3 stn nl ee * wider amy eens ‘Mhetoalednaton pen Background buowtedge seadens face. Therefore iis my bl that it may be fal tinea 3 time dimension ~ ora temporal ai in motivation model hat 0 Ie pplcd wo schoo learning fof Dore! 2203 | wets “thin the conest of instatonalied laming erpecialy, the common experience would ssem to be motivational fix Pither than eablgs {ina Ushindar996:240) ‘The man assumption underying our process-oriented approach is that ‘motivation cna of several dine pases ee para) ‘ Fistic neds wo be generated ~ the motitaional dimension related 0 this inal phase canbe refereed to as choice moteation, because the frorated oivation ead othe slcion ofthe goal or tk fo be pursed. « Soccd, the generated motivation nds to be actively maintcned and protected while the pacular action ls. This motivation dines lon has ben refered to a8 exectve motivation, and tis pat lacy relevant eo learning in classroom stings, eee students ate exposed to a great number of dieacring influences, such av ofsk thoughts leva dstesctions fom others snety about the tak, ‘or physi condone the make ciclo complete tk Falter na the phe lllowing the completion of he aston ~ termed motional rvopection ~ which concerns the learners resrompetive eobustion of howe things went. The way sudeos rosette pact experiences his ecogpecive phage wl deer Ine te kind of acs they will be motivated to purse in the fre Ia Fgure =, [listed the main motives that iflene the Iarer’s behaviousthinkng during the tee phases. These motives inlede many if the welFknowa eonepts discussed eater in his chapter. What inporne to note about these nei thatthe dierent modatinal phases appear to be fuelled by diferear motives. In agrecrene with bier researchers eg, Heckhausen ro9r, Willams and Burden 1937) 1 believe ea it svoles largely difeen considerations to deters the reason for doing something and subsequently to did on curse of {son ~ that i 0 tists motivation ~ rom sting met. ‘ito Tam tot going to borate on these maives hes te lr fener later in hr book cane Ihave sed the const n Fg 3 35 tain incns i i z inthe La caswom i mation ne Manan Pasion Supe i itn ineen Background browledge the bass for ogaising and peesentng a systematic overview of mot Sion sates. However, to provide some evidence ofthe rows treated approach, lc me mention hee jst ote observation a many Teaches might fin fautiar and hich wll stats the means of suck a conception tothe study of Las in adult Linguage cours fe sot at all uacormon wo Rad people ‘ni si di ut bene dy rene da they coc ee the dayrodiy demands of sending the lasses snl sompleting te home assignments, What ingesting rom our pin of wew i tae some of thes learocr wll decide ome to recor nthe cours inf, sore learners epear this fle several ines (which reminds me of aeons shout mart couples eho gee divorced and then remarry me than fonce. Why dec he happent Bom a procesoreecd peepee tie behaviour i explainable: enoling ina course i mossaed by ‘choice motivation’ bu the ongoing work thats reuied during the ange “our it enetpised hy "execive motivation inthe ue of cop-out {hi Laue src of notation bs houflcent, Hower owes a perce has dropped out, the everyday reais ofthe cousework wl be soon forgotten ad the more general considerations shot the moran oF [earning become daminane once again in other Words the sons ‘ick teaguare one and ‘cots motion? come ine foe apn, The reason why such cycles do ot go ot aft although U have seen ope ho fave gut andthe re-searted tei Ls thes ma emingly evercnding sequence.) that during the thcd phase of the mo tional cycle —motvational retospecton’ ~ most soch Tears wil Sones or Laer draw the necessary concson that even how ty “alue knowing an Ta, for various reasons they cannot cope with the isa demande of attending scours, 1.2 Motivating people ‘A loehas hee writen on stent motaton hath chology an in taille Mos of tha mater, howeves has been ected at researches wo faite fre eseuch ae han at pracones 0 Elise reaching. One reason for hs gap Beween teary and practice isthe difereor nature of the peacpes that people find fal i ‘essa and esearch context The kindof rowed ethers an Soe bes srighforwatd and urambiguas slog the te ef ou do sis, youl ge this. Psyhologiss, however ae ot vee keen on making blsckand-white statements because when comes ohare tenes othe sca conet and purpose of he eng ati. 2 Morivatonal Sates in be Language classroom wel be great to bave alae rues sich athe ones we ind in the "aural sciences but in the social cences nothing is ao srighorwand and almost everwhiag thar har been wit in the mexvatonsl Irate has alsa Been quesoned by others Therefore motivation researchers in the past fave been rthe reluctant o come out With Ses of practical ecommendtion fr ares Lats facet. “Large numbers of stadent ae rejecting school as a means for improving thee ies Many ary becoming rants atthe ag of 13 or x4, and then dropping ot ofall at thee fs oppor. ‘Others cre her school years with salen, lay eyed looks on ‘hei faces as they slouch in thir des witout book pens oF paper. With two or three notable exceptions, few Books are ‘writen to help aches undertand these students or deal withthe Problems of taser pathy. Hames Rain 99532). Background bnowlede the peron i ikl to choose the parca cours of ation. Semetimes imply providing good opportiey enough t0 40 the nck ‘hacer form i ake, however the moiaing pres uly 3 age one, ul oe ain ot and aig ttn ce decker and Freeman 1999136) lsroom context in parse, ‘Stare tof dranace moxiational event that = ike sighing oe 4 ‘even = eshape the students’ inte fom one moment to nother Rather iis mpl a series of mance that might ventally fulminte in alongs eee Well sid “tere are no magic moxvational buon that canbe psd 0 make" people ware ola, wok hd an! ct na rexpnsble manaer. Slay aa one cas be dees “lred to ene abot somahing Faiacign, not conta should fe he iia. | IReemps i motivate oman” (ain ford 1993:203) | During the last decade, however, things have stared to change. More and more articles and books have been published wit the word ‘modirating” nthe tle (se te Farce eading” bo athe nd oft section), and som: of the best-known motivation ranchers ad cational psychologiss have timed ther atenton to clssoom fpplcaions eis a fnew spit had entered the profesion, ging ‘holas to “sick heir ack oot an sce what we've gor And, ee, ‘hat we've got i nohing tbe ashamed of Thre growing set of fore knowl in motiration research that has sod the test of Sie tnd which ean therefore be afl translated into petal terms. Ts book i intended suramavise this Knowledge Before Inching ints the discusion of pracical mosivatonal techniques let me Be addtes thre gener points ‘What exaay done mea by ‘motivating someone? ‘What is the eelsionship berween "motivating Tesching and ‘good! teaching? 1 Whose responsiblity iit to mia learns? What does ‘motivating someone’ awawe? Motvaing someon do smshing can inv many diferent ing rom tying tm perenls» person deel Yo earn oda flee ‘on hiner by arranging the condition o eeumsennce ia way that Who can be motivated? Most discussions about motivating ehniques ae based on che esis ble that'll sn are motivated lesen inde the right condicons and that you can provide these conions i Your classroom’ (McCombs and Dope 13942). Unorhy tis {ssumptin is noc necessarily cue in every cae, React ily tlie thet everybody can be motivated to lesen eveything en ee generally morated stages are not equally Keen on every suet fatter Yer, my personal belts n accordance with the sire of te bore aatemett fo that [think that mon student” motivation cam be “worked on’ and increased, Akhough rewards and punishments are coo Gen the only tools present fm the motivation arsenal af many teaches, tbe seetrum of othe and potently moe effective, mot ‘onal satgies so rood tha shad eo isagie hat non often ‘would wor Motvating teaching | remember a cee experience with a posrgraduatesudent who was ‘wet her MAA thesis on hw to mia eames. When she gave me {he est deaf ofthe manuseripe [was parted wo se thats pres deal of the material concerned efeceve teaching in general rather than ota ‘Sonal precce When {hough so thi weve resin ho he ‘vas right ia away. Sometimes the bot mutational iteration 6 Motivational Sates the language clasroom ‘Table 4 Wiodtowsti’s (ot: 42) lsretona Clarity Checklist Ge sponte weaned ‘each ata ptt ron fe ad eo sow. “Tc tina sep Denti woe dane andes dai [atic knoe what do and how td Repay ven we ond ep srring ad ere cml ola Epi sei ad ben op ca wean uss, Popects bait we witb eg (Gea ta on ching rig ep hing at donde {ieee dsp il elec Sow arbor "slant ogame and the mals we oi Se diel om Sow exh howd coune wok a aig {AS eto fd ote dean ‘Gooner dient igri we undertndkot dohe simply woimprovethe quality of out tchng. iia, no master how omptient a moat seach if her eaching lacks inetitonal ‘arty and she leery simply cannot follow the intaded programme, ‘motivation ro lear the paraculaesebjet mari unlikely o bloom iving sa that iis clear thar this book cannot cover everything about ood teaching Table 4 contains an inveatry af the Somponents that fnake up instructional quality according to motivational psychologist Raymond Wiodkowae. The technique sted there are to sate the kind of teaching methodological ieee which are rel important with ‘regard to motivating reaching but which this hook snot gong core Whose responsibly iit © motte learners? Some ofthe mvt gun te cy nd ob reaching cw par int mitt mae 26 ackground keg Section 4.2}, whezeas others may equze extra aenion and tne e2 presenting sltmotiatingrratgis ck. Section 48) Gives he ray Sf conta time pressure in many school contexts, the gtescion of "hose jb if o improve motivation i # valid ne. The euent| ‘sation i nor Yery promising ia this espece:byant large, Promoting Iams aac nao reson. Teacher a pe four eanot happen without the le i offen fore. Forex, Tram not aware of single teacher taining prgeamme woidwid which the development of kil in moxvaing eames would be 3 key Component of he eric ‘Soy whose responsi sito motivate learners? My guess is hati is every teacher sho thinks ofthe longer development a hit stad. Inthe short un, preparing fr tests might admittedly pode trer immediate este than spending some of the te shaping he stivtional qualities ofthe learner group andthe tidal eames Hlweves, few of ue teachers have entre the profession with he sole objective of preparing students fr tnt. Beside, maiasonl training might be avery good invesment inthe longer ro, diay ilo make jour own len the Classroom so mich more Plant, As Scheidecker and Freeman (19:9) succinctly ut the rea evar fr Iotvtng teachers noon payday it when te psn cht Iythe students. Thats bigtime eur on anyoae’ vest Purber reading Dring the preparation ofthis hook I have ased many sources Very seal ‘and comprehensive overviews are provied by Jere Brophy (x99) Moteating Sadan to. Lear and. Rayooad Wiodkowskrs (2986) Enhancing Adult Motwation 10 Lar 1 have found furchr tluable marlin Brophy 1987), Burden (3995) Canfeld and Well 1994}, Covington (1998), Caloway, Rogers, Anmsrong and Leo (998), Coad and Brophy 1994) Jones and Jones (1995), Keller (1083), McCombs and Pope (Go94) Pinch and Sohank (2996), Rall (1995, 1996) and Scheidecker and Freeman (1999) he Lf Tam aware ofthe Following works tha offer practcal modvatinal dens adem ‘mendatone: Alison (2993), Brown (1994) Chambers 1995), Cranmer (1996), Déenyei gga), Domyer and Caer 1998), (Oxfords Shean (3994), ae Wiliars sd Burden (197) Motisatona eee he language clase achypored ncuiadge 1.8 Motivational strategies Motinatonal saris are wchniques that promote the individual's {oalelated behaviour. Because human behaviour is athe comple, there are many civese ways of promoting it~ in fact amon any est andwpmntee ieee «peso b expel t gt portal ies habs bat Sec, rere ceed Neotel per he lg ore ‘omy stl she ome Soma oa ES \ ple | — ‘Wh tect the vaious segs promoting caso Le = ling, he eel waco one dee nyse hs Ea Weal orcnple ; Tress! | Modvatonal | ease + focus onthe intact of pial language asad claser sie a, | Motivational | corse theses sami the vat meal cas eg aesepes | fe eae teaching |. Sooo topment new mtr ge etl opommnen eee oo me | loca ee wf es practice |. Eigen + deg pny oubleabootin ide a wich me pacatny | Siete problema act ofthe Cewek mecca eae ea rion arctane open ar ced nw wo hana oe eek as or src ihrge ck wena pein esas Inlunccs of dev ane cide) * fein on fey mctizationa concepts ~ sich ax nie iterest, sl onidenee or sent autonomy ~ and use these athe sain ‘orga tng units ‘ cen the Jiscusion onthe mai epee of teacher behaviour that have motivating ees (eg. showing good example and modeling en stunt behaviour communication and rapport with the sets a Semoun abut ele ape Sage ma ging clatroom event Although I blew ha all sheseapprouches have their mevt, Lhave | hone to follow 25th approach which focuses on the flere pes ofthe process-oriented move described erie fl. Figure» in Sees 4:2) The model hasbeen spciealy developed for educational aplice ions andi offers a import adraneage ove the ote approaches comprehensive, When deliberating on the strture ots bask Seemed ome chat following trough the motivational proces fom the ‘nal arousal ofthe motivation tothe contplcion and Grunt of the ‘motivated action isin many ways more logical than meking some arity desions shot which cna thames the mati should Be ae around Key unit his proces orate onion nce Motivational Sats in the laguageclasroom + Creating the bs mivational conditions { Mainining sed peering motivation. 1 Encouraging postive revospetve elevation, These four motional aspects wil be dscns in one chapter each ure 3 contains schematic retention af the seem, wn ets the subareas the wl be cone Fal words: not avy strategy works in every content! Foal (wold ie fo make a point whch mor be enpasied Crow: vata tegen de oll ae gery ie tor relay ae not fock sol glen br sath esis ter my week wih on eo rap bane an er Se wy wn ey han otro uta oe ‘scale how ar agape earings re wee alte te aa gop of mmr motes sng Fae ards ml er hay the esses pray ed ic Pai eng Kop wy La cen, Dies antes the Karnes nt bre ae pe yl a enh oh alone may el oe Stans competyanereanngi we Neb tes Parca promnene Psa fear sh mind when Yxsene ces $niing othe fot whch you thnk clay bso fas ot take seme fom ur pewpcine- All san ay esses ond tig docrond Wl hve Ken osnd wert we naoy teacher snd grog bese refs wore of ead ‘eta © Accom and ope osq ae ane oe s arroth wor, ade scx shout sponte We ine {Weslets erpece wi a (ph 2 Creating the basic motivational conditions “Morivational stratepes cannot be employed sucesfaly in. “motea- tional vacuum ~ certain precondcons must bein place kore ay rte stesagts fo east mediation on be eit: ley pee nce, the following thee motivational condone tn pasicular ae lndspensble ‘appropriate wacker behavioust and good eltonsiy with the sens, «+S plssaneand supportive clasroom atmosphere 1 S Cohesive learner group with appropiate goup noes (OF course, te thee conditions ae inrertelatd because, for example, you cantor have = pleasant clasiroom climate if there tension ‘eeween you and the Sudens, Bu is wsful wo Took a them one By 2.1 Appropriate toacher behaviours In 1998, Kata Csiaér and I conducted a survey (Dérmyl and Csr 1998) among Hungaian teachers of Engl fo Bod out what they ought of various moxivaional techniques and how often they used the tie own hing rac: teen ot he deen Personal views, we inladd a relatively lage number of practitiones (e300) from diverse conten raging frm primary schoo insu tos teaching beginners annerty lectures tacking Eas mor) tnd then summed their eespanses. The survey feveaed thar the prscipants considered the teicher own behaviour toe the single fose important mouvational tol. Furthermore, the sculls aso ‘spose that this tal wt one othe moet underalissd motvtonal Fesourees in the teachers clastoom practice. A year lar | was Interested to read stacy by Gary Chambers (r999 ea ws conde ina diferent coment, amongst Briish secondary school lamers of ES Movivavona rates the language casiroans German, and wich ed the author ro the sme contasion: ofall he facors that were hyprhessd to contre Yo the pup’ pose cr segative appainl of = laring the tech came tut on sop fr all fhe age groups ervey ‘rom a itera with tine leacher of English, "When do you hink thar things started io change” mean, when di U dee hat | wanted this for my cae? stare nike Enlist wher [was in high choo. started ‘enjoy it tle bie more besa of teacher {had She was really, hy eole modal for me, you know, The way she taught yf as relly great And that made me love his language and tat made me Underatand ha, “OK, now want to Be an Erich ache” (pred fom Siva 20) “These raul, of couse, only confem what most experienced teachers already know namely the almost everything »feacher does in the ‘lastoom hea motivational influence on stent. Because this book i ‘mr about what you as teacher can dot mtivate your learns, She ise of appropriate weaches behaviors wil be regulsty aed ‘roughout. Hes wil discuss four general points: The teacher extern commitment ro and expectations or the stent learnings 1 reltionshp wih the stadensy 1 relationship wih he ten pens, Enusiesm Who have been your most infbcnil teacher? Who do you stil femember as someone wo has made difference ia youre? These ate fhe questions tht Amesan psychologist Mikaiy Cskazenmhalyi (G97) as adesed in thogpht provoking arti, and his answet vas that it the enthusiastic ones. The oper who Tove their sje mater and who sow by thee dedication and thee pasion cha thee Dothing els on earth che woul rather be doing. They ae the atest ‘whose tnvolremet in tcl areas of experi sso excessive thf boreving on Bing can. Stdenes might make fan of thi dedication but dep side amuesCilszenemihly they adie tat passion Such scommitmnt toads the subjees ar then becomes Sesinginstadeesa similar willingness wo pursue Knowledges, Creating tbe bose motivational onions Weltsid.. "Young people are more intent than alts generally gine them cred far They can enulydncr, for inane, wheter tn ade they know lke or dikes what he ose ding Ts eacher docs tee belve inh oy ders not co ie eae he Ene ‘Ta he wate il uc nd dae eit oan Conch ta the paar sje marr ioe worth sting forts own aie” (Satyam 99777) Many schol shate Caselli hat enti for onc specialisation aren and the ability to make this enthusiasm pe rather ‘han hid sone of the mast important ingredient of meistionally Ssoceesfl aching. Projecting enthusiasm slated othe move genera proces of modelling, which Is avery effective method teaching arousing by sting an example, and theres po reason why this ‘xsmple could not involve motivational fictors such eer expend ‘re postive aides and interest in he sujet fe. Brophy and Khe 2986). On the other hand, sve must also bene ia mind hae dierent ‘urs consider the expresionof personal felings such enthusiast siferey and what would be a highly moxivating persons xample Imone county might be looked spon as rsther unsalturin another "eile mporanc to sres tha projecting enthsixm doesnot mean ep talks, hears performance or teat in or ee when we te he ‘words Shakespeare” ‘past condor’ Rate 3¢ Good ard Brophy (G94) arg, means thar we clearly identify our reasons for beng iterestedin the opc and then share these with the students. Dramatic salesmanship might work i you aretha sort of person bt low key, ‘Scere sarees wl be jst as efecare » Motivational Seaeges in the lnguage classe ‘Commitment 10 andl expectations forthe students’ academic | progress In hie poston of group lads, the teacher embodies the clas spr, Broadly speaking if you show commitment tonans the arse? lenin and progres thr sa vey good chance tat hep wil te site thing I iimportane da coed inte las on ne are that you cae that You ae no hr st or the salary, ha Snporeant fo yu chat your stale sce hat Yous ately to ork ost a asthe tens toward th uses Of course thre hs do und ht eh tne Mskcner en, oF one and one tr al: However my experince thatthe spect of scscherInhavour canoe be overemphusia beats Staion one ‘sme ee ci fone ee are many ways of expres tha the stents ering matters toyom They indkdes PS ama + ofringcoee asians 5 sting ome er daly api ching, { teponding med when eps eqied 4 Sorecing rm nd pps om 5 song ese copes of arsine arcs ¢ Svan emacs ingroniel pose se ee, 2 Secrest le gant 4 Showin ccom whet ng rt gone eh 5 alowing dest el ou a ane hen they ave 4 poem (Hmm. 35 ‘ = + bent ible rove nm) "students can sense tha the teacher does’ care. ‘his pereprion isthe fastest way to undermine chee motivation. The spiral and somes physical sence ofthe teacher oes sich tower nemape dct mar oe eee ey -everybody, even the mast dedicated ones, are likely to be aff and become demoralised. Mayo be aa ee Brophy (1998 als farther impor ingen the comin estold ute grad he een ae learning, We shoul make expt references to thi this way, renin the base motional sniions Brophy anges Tote extent that you treat stadt as ify alteady fre caer Tearters, they are tore Uhl to become exper veers Let them know tha thy arc expected ob crous (p17 Teacher expectations appen san example ofthe more eral ise of tencher expectations. Ichas been shown by 2 eanvincing amount of research the mot enough vo be merely commited othe mam academic res, You Sto need to have sfcemly high expectations for what te sees am achieve, For ceample in one of the most famous expesnens in ltcaront poyehlogy Rona and'Jctbnon (1968) siminsered fn imeligence tes © primary school chien atthe srt of the Academie year. Teaches ‘wee ld thatthe purpose of he ts wast predic whish sudenes would boom inllxualy during the academic ese The rsatchers however desved the aches ects isend of roving them withthe tru test acres, they tied 3 rer cet of the sample as poenal ileal bloomers random thats, red ics of tir etal ntlletal potenti The res ofthe experiment vere quite remarkable: by the end ofthe year there were sigheant Signs etn ln an thn as se the begining of the year they were similar evry respec exp inthe pty we fey heres Rosentbal nd Jacob (1968 explained the emering ference by arguing tha the Ul) infomation abou te sues reed ter tna teacher expectations conceing them and thee exyections tc as selfing prophecies in that stant Tved ep oe (is fc gal been refed to asthe "Pramalion effect ate Berard Shaw’ play nother word it you youre lve thot your sues

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