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Motivation Definition of Motivation · A state of cognitive and emotional arousal · Which leads to a decision to act · Gives rise to sustained effort.

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Presentation on theme: "Motivation Definition of Motivation · A state of cognitive and emotional arousal · Which leads to a decision to act · Gives rise to sustained effort."— Presentation transcript:

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2 Motivation

3 Definition of Motivation · A state of cognitive and emotional arousal · Which leads to a decision to act · Gives rise to sustained effort · In order to attain a previously set goal

4 “… educating becomes a futile attempt to learn material that has no personal meaning. Such learning involves the mind only. It is learning that takes place “from the neck up. ” It does not involve feelings or personal meanings, it has no relevance for the whole person.” (Rogers, 1983: 19 )

5 מודל תיאורטי למוטיבציה של מסלוו MASLOW (1908-1970)

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9 OPTIMAL MOTIVATION effectiveness MOTIVATION EFFECTIVITY

10 Sources of Motivation Internal – intrinsic learner wants to learn and explore new worlds Fulfilling emotional needs, self-esteem, well-being in L2, gaining self-efficacy - confidence in learning abilities Acceptance into a group (I feel good here)

11 External – extrinsic instrumental motivation Tangible rewards: high grades, achievements, financial success better future

12 Dynamics Extrinsic motivation may become intrinsic and vice versa

13 A very important distinction has to be made between positive and negative motivation. Positive motivation is a includes enjoyment and optimism about the tasks that you are involved in.

14 Negative motivation undertaking tasks for fear that there should be undesirable outcomes (punishment, disapproval, or failing a subject), if tasks are not completed.

15 Foreign language (FL): People learn for different goals (specific demands on the way to higher education, preparation for a trip or a job abroad etc.) outside of the social and cultural environment of the target language.

16 Second language (SL) We learn SL usually living among native speakers of that language in the cultural environment where this language is dominant and for the purpose of living and functioning with this language

17 In the case of FL teaching the teacher is more responsible for providing comprehensible language input via different available channels and forms

18 3 SETS OF MOTIVATIONAL COMPONENTS (by Dornyei 2001) Course specific: syllabus, material, teaching method, learning tasks Teacher specific: teacher’s personality, teaching style, relationship with the student Group specific: dynamics in the learning group.

19 Attributing reason for failure and success Failure Internal source – I’m not able to learn, I’m not talented External source – the teacher isn’t good enough, my classmates aren’t at the same level Success Internal source – I succeeded because I learned External source – I was lucky in the exam

20 Reason could be… Stable – learner attributes the reason to himself Unstable – learner attributes the reason to some outer factor When attributed reason is stable, it has greater effect on the learner’s motivation

21 Differences between students Strong students attribute unstable reasons to failure, thus avoiding negative effect on motivation Weaker students attribute stable reasons to failure, thus relating to it as permanent and may not try again

22 What we can do to promote motivation

23 people work harder for goals they themselves set than for goals set for them by others “ You can lead a horse to water, but you can ’ t make it drink ”. So what really can be done?

24 Recognizing the complexity of motivation & Legitimizing Different needs Learning styles Different abilities

25 important distinction –positive and negative motivation. –Positive: includes enjoyment and optimism about the tasks, activity to achieve desirable goal –Negative motivation undertaking tasks for fear that there should be undesirable outcomes, (punishment, disapproval, or failing) if tasks are not completed.

26 People tend to be much most successful when working toward positive outcomes on things they find personally fulfilling. A highly motivated individual will enjoy, want and strive learning the language.

27 English will help them to communicate, travel and make friends. English will give them the great access to information — on any subject, from all over the world. English will let them enjoy art: they will be able to watch Hollywood movies in the original, read great books and listen to songs. Let the students think about advantages a perfect knowledge of English can bring them “Imagine yourself in the future – with perfect proficiency in English

28 Let the students think about advantages a perfect knowledge of English can bring them. “Imagine yourself in the future – with perfect proficiency in English English will help them to communicate, travel and make friends. English will give them the great access to information — on any subject, from all over the world. English will let them enjoy art: they will be able to watch Hollywood movies in the original, read great books and listen to songs.

29 English English will push their careers forward, will help to get their dream job, and – yes, earn more money.

30 Methods Working with materials that are meaningful to the students Using age-oriented subject matter Using subject matter that is life-style and background appropriate. Introducing activities that a student would like to engage for his own sake

31 Methods Be aware of both initiating and sustaining motivation Involve learners in making decisions related to learning the language. Learners should be encouraged to "think", addressing their cognitive needs

32 Promoting intrinsic motivation by presenting learning as "fun". There is great danger that an overemphasis on examination success and purely logical thinking can stifle creativity (Erik Ericson) So there is strong theoretical justification for the use of music, art, stories, games, and drama in language learning.

33 promote metacognition. Metacognition is the knowledge of one's cognitive processes and the efficient use of this self- awareness to self-regulate these cognitive processes.

34 Discuss with students problems of motivation and active management of their learning.

35 Self-efficacy Perceived self-efficacy: people's beliefs about their capabilities to produce designated levels of performance. Self-efficacy beliefs determine how people feel, think, motivate themselves and behave.

36 Motivated learners are full of energy their minds and bodies are completely involved on the task at hand their concentration is very deep they know what they want to do

37 Hence… Teacher should react negatively on lack of effort only Try to increase student’s belief in the effectiveness of his effort (promoting self-efficacy) Varied learning strategies may reduce the chances of failing again especially if those strategies are based on effort rather than on natural skills Students should be encouraged to develop internal motivation


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