Motivation Antonina Kravchenko

І. The importance of Motivation

ІІ. Characteristics of motivated learners Positive task orientation Ego- involvement Need for achievement High aspirations Goal orientation Perseverance Tolerance of ambiguity Motivatedlearners

Motivation Integrative The desire to identify with and integrate into the target-language cultureInstrumental The wish to learn the language for purposes of study or career promotion (Gardner and Lambert, 1972)

Motivation Intrinsic The urge to engage in the learning activity for its own sakeExtrinsic Motivation that is derived from external incentives

Motivation (Brown, 1987) Global Orientation of learner towards the learning of the foreign language Situational Connected with the context of learning (classroom, total environment) Task The way the learner approaches the specific task

IV. Extrinsic motivation Extrinsic motivation derives from the influence of external incentives, such as: - the desire of students to please parents; - the wish to succeed in an external exam; - the peer-group influences; - success and its rewards; - failure and its penalties; - authoritative demands; - tests; - competition; - summary discussion task

V. Intrinsic motivation and interest  learners see the learning as worthwhile;  they like the language and its cultural, political and ethic associations;  the task in hand is seen as interesting.

Circle the number that best describes how you feel about learning English. Circle only one number for each item. Use the following scale. 4 - І strongly agree. This statement describes me very well. 3 - І somewhat agree. This statement probably describes me. 2 - І somewhat disagree. This statement probably does not describe me. 1 - І strongly disagree. This statement definitely does not describe me.

Part I I want to learn English well so that I can talk with native speakers of English I have set my own goals for learning English and want to be successful in reaching these goals. English will help me get a good job someday. English will help me in my studies. I hope to meet (or have already met) a special friend who speaks English

I am studying English because it is a required course in my school or university I need to pass an English proficiency test (like TOEFL or an entrance exam). My parents want me to learn English, so I’m here to please them. I am studying English because I want to please my teacher and get good grades. I am studying English because most of my friends are good in English. Part II

Your score on Part I tells you how strongly your motivation comes from inside yourself. If your score was between 13 and 20, your motivation to learn English comes strongly from inside yourself: you are learning English for your own reasons and purposes. If your score on Part was between 5 and 12, your own reasons and purposes for learning English are not very strong. Your score on Part II tells you how strongly other influences are pushing you to learn English. If your score was between 16 and 25, you are very strongly motivated by other influences. If your score was between 5 and 15, you are not strongly motivated by what other people want you to do.

VI. Ways of arousing interest in tasks 1. Clear goals. 2.Varied topics and tasks 3. Visuals 4. Tension and challenge: games 5. Entertainment 6. Play-acting 7. Information gap 8. Personalization 9. Open-ended cues

VII. Six principal factors that impact motivation in language learning:  Attitudes.  Beliefs about self.  Goals.  Involvement.  Environmental support.  Personal attributes.

Teachers are able to drive the students to learn the language and to sustain student’s interest in language learning if they can provide activities that are:  interrelated between in-class and out-of class language activities  communicative (game type)  integrative (short/small activities form larger activities)  pleasant, safe and non-threatening  еnthusiastic  group-based  meaningful or relevant  challenging

self-confidence experiences of success learning satisfaction good relationships among learners and between teacher and students These activities help promote:

VIII. The teacher’s responsibility linguistic generaleducational personalresponsibilities