View punishment avoidance as a challenge that can build their sense of competence and self-

determination.

Which form of motivation is more powerful? A convincing stockpile of research on motivation

strongly favors intrinsic drivers, especially for long-term retention. Jean Piaget(1972) and others
pointed out that human beings universally view incongruity, uncertainty, and “disequilibrium” as
motivating. In other words, we seek out a reasonable challenge. Then we initiate behaviors intended
to conquer the challenging situation. Incongruity is not itself motivating, but optimal incongruity – or
what Krashen (1985) called – present enough of a possibility of being resolved that we will go after
that resolution.

That intrinsic motivation is clearly superior to extrinsic. According to his hierarchy of needs, we are
ultimately motivated to achieve “self-actualization” once the basic physical, safety, and community
needs are met. No matter what extrinsic rewards are present or absent, we will strive for selfesteem
and fulfilment.

Praising the autonomy of self reward, claimed that one of the most effective ways to help both
children and adults to think anad learn is to free them from the control of rewards and punishment.
One of the principal weaknesses of extrinsically driven behaviour is its addictive nature. Once
captivated, as it were, by the lure of an immediate prize or praise, we can become dependent on
those tangible rewards, even to the point that their withdrawal can extinguish the desire to learn.

Now, you may be thinking, don’t extrinsic rewards play a role in a learner’s motivation? Wouldn’t
extrinsic rewards, coupled with intrinsic motivation, enhance the intrinsic? Not according to a
surprising number of research studies. Two examples () illustrate :

1. Subjects were asked to solve an intrinsically fascinating complex puzzle with no stated
reward. Halfway through the process, the experimenter informed the subjects that there
would be a monetary reward for solving the puzzle. From that point onward, intrinsic
motivation (as measured by speed and correct steps toward a solution) waned.
2. Teenage girl were given the task of teaching some games to younger children. One group of
teacher was simply given the teaching task the others were told that they would receive a
reward () for successfully the task. Result : the first group did their task faster, with more
success, and reported greater pleasure in doing so than the second group!

It is interesting that the research shows that one type of extrinsic reward can indeed have an effect
on intrinsic motivation: the positive feedback that learners perceive as a boost to their feelings of
competence and self-determination. No other externally administered set of rewards has a lasting
effect. So for example, sincerely delivered positive feedback in a classroom, seen by students as a
validation of their own personal autonomy, critical thinking ability, and self - fulfillment. Can
increase or maintain intrinsic motivation.
Intrinsic motivation is of course not the only determiner of success for language learner. Sometimes,
no matter how much you want to accomplish something or how hard you try, you may not success
for a host of their reasons. But if the learners in your classroom are given an opportunity to ”do”
language for their own personal reasons of achieving competence and autonomy, those learners will
have a better chance of success than if they become dependent on external rewards for their
motivation.

Intrinsic motivation in education

Educators like, have all provided exemplary models of intrinsically motivated education.
Traditionally, elementary and secondary schools are fraught with extrinsically motivated behaviour.
The school curriculum is dictated by institution (sometimes politically influenced) and can be far
removed from even the teacher’s choice. Parents and society’s values and wishes are virtually forced
onto pupils, whether they like it or not. Tests and exams, many of which are standardized and given
high credence in the world “out there” are imposed on students with no consultation with the
students themselves. The glorification of content, product, correctness, and competitiveness has
failed to bring the learner into a collaborative process of competence building.
The consequence of such extrinsic motivators is that schools all too often teach students to play the
“game” of pleasing teachers and authorities rather than developing an internalized thirst for
knowledge and experience. The administration of grades and praises for being a good child builds a
dependency on immediate M&M gratification. Competition against classmates (who might
otherwise be allies or partners in learning) ensues. If a communal bond is created, it runs the risk of
being motivated by the need to band together against teachers and authorities. Over the long haul,
such dependency focuses students too exclusively on the material or monetary rewards of an
education rather than instilling an appreciation for creativity and satisfying some of the more basic
drives for knowledge and exploration. Ultimately, the product of this system is a student who has
been taught to fear failure above all and therefore to refrain from potentially rewarding risk – taking
or innovative behaviour.
A bleak picture? Too harsh? Of course, there are many happy exceptions to such a depiction, but you
don’t have to look very far in any corner of the world to find major elements of the picture holding
true. The question is: can something be done to turn such a picture upside down? Or, more
specifically to your quest, can your English classroom become a place where these extrinsic elements
are diverted into a more positive direction? Or, better yet, can such elements be avoided entirely?
Table 5..1 depicts what can happen in an institution that takes eight extrinsic elements and, while
accepting their reality in virtually any society or educational institution, turns those elements in an
intrinsically oriented direction. The