1. Motivation
“Let us say that, given motivation, it is inevitable that a human being will learn a second language if he is exposed to the language data.”
- Stephen Corder 1967

2. Pioneers of the Concept
Initial focus was on social psychological perspectives on learner attitudes towards the language culture and people
Gardner and Lambert (1972) (Canadian Social Psychologists)
Language learning motivation is different from other kinds of learning.
Language students must be able to identify with the culture and take on specific aspects of the behaviour.
Most importantly, learner attitude towards the target language and culture will determine their success.
In 1988, their model changed to a socio-educational model
These ideas created a distinction between…
Pioneers of the Concept

3. First Distinctions (Orientation)
Language Learning Specific Motivation
Integrative Orientation
Sincere and personal interest in the target language, people, and culture
Instrumental Orientation
Practical values and advantages
Although empirical data was mixed, these ideas (particularly the integrative) dominated research until the 1990’s
First Distinctions (Orientation)

4. Didn’t produce very much useful insight for practical teaching.
Failing to take an adequate account of the classroom in learner motivation (Crooks & Schmidt, 1991).
How did this happen?  This failure could simply be a result of the lack of cooperation/goals between researchers and teachers (Ushioda, 1996).
We needed a more “practioner-validated classroom based” concept of motivation
This criticism led to the “motivational renaissance” which was more “education-friendly”
Criticism

5. Researchers turned to general cognitive theories of learner motivation, a more mainstream approach for the time.
Cognitive Theories
Focused on patterns of thinking such as:
goal setting
mastery vs. performance goal-orientation
self perceptions of competence
self efficacy beliefs
perceived locus of control and
causal attributions for success or failure.
* Key message – motivation from within
Back to Cognition!!!

6. Intrinsic Vs. Extrinsic
Intrinsic Motivation
Doing something as an end in itself
Self rewarding
Interest, challenge, skill/knowledge development
Extrinsic Motivation
Doing something as a means to a separable outcome
Getting a certificate, reward, grade, qualification
Avoiding punishment, to get praise
Considerable research reveals intrinsic is better because:
Promotes spontaneous learning behaviour, has a powerful self-sustaining dynamic, More effective (qualitatively)
Why?  rewards of learning are inherent in the learning process itself, in the shape of feelings of personal satisfaction and enhanced personal competence
 learners display higher involvement in learning, use more efficient and numerous problem solving techniques, interact with and remember material more effectively.
Intrinsic Vs. Extrinsic

7. It isn’t helpful, to dismiss the entire idea of external motivation, but use both together.
Even with intrinsic motivation a learner might get very little pleasure from learning a language.
Extrinsic motivation is still useful (career, exams)
Intrinsic  long term / Extrinsic short term
Overlying problem is still that these are general and not specific to a particular student’s situation.
The “situated experience” of the learners has not been adequately taken into account
Criticism

8. Along Comes Norton and Toohey
Motivation Gets Reframed - The Social Context of Motivation
Range of situational factors
Societal and cultural influences
Curricular and institutional context
Classroom environment
Peer relations
Teaching style and method
Teacher socialization
Influences of the broader social context – cultural norms, societal expectations and attitudes
Norton and Toohey - an dual approach is necessary
1. learner 2. the social practices in the contexts in which they learn
Along Comes Norton and Toohey

9. Good language learners find ways of exercising agency to negotiate entry into desired social networks. (Poststructuralist critical perspective)
Focus is on respected identity and have valued social and intellectual resources
Real world examples to illustrate. Eva (adult) and Julie (kindergartener)
There is more than just the basic desire to learn a language
increase your resources,
enhance cultural capital,
self – image change.
There are also reasons one may not want to learn  fear of being seen as an immigrant, not being valued for your cultural background, access to resources is denied
Good language learners negotiate these hurdles, nonetheless, this isn’t entirely learner controlled
Their Findings

10. Motivational Self Regulation
One major factor in the breakdown of motivation in terms of language learning is that you get diminishing returns for your investment of study. (initial fascination wears off, and you need to do more)
This has led to the creation of a list of skills and strategies that leaners can do themselves.
Self setting concrete short term targets
Engaging in positive self talk
Motivating yourself with incentives and self-rewards
Organization of time effectively to cope with multiple tasks and demands
There has been a lot of study in each of these areas in terms of general learning.
Good language learners seems to develop the skill of motivating themselves (Seems counter intuitive, but its not)
Motivational Self Regulation

11. How? Research on this is not plentiful, but there is some
One method is to tell students and discuss what some of these methods are
Some theorists believe teacher feedback is crucial for promoting positive and constructive thinking
Our capacity for self motivation may be a function of the degree to which we are aware of ourselves as agents in the construction of the thoughts, beliefs, goals, and expectations that shape our motivation. (We are the captains of our thought processes)
If we don’t/can’t believe that we are capable of changing our thought patterns, then how could we believe that self regulation is possible let alone do it.
This can lead to “learned helplessness” a phenomenon that arises when a student experiences repeated poor performance and gives up.
Therefore this becomes a self-fulfilling prophecy.
How?

12. It’s impossible to teach self motivation without learner self determination
We need to have discussions with our students about what their goals are.
Help them make informed decisions about their goals
Self motivated learning is student led  personal responsibility
Can’t focus too much on “giving” these tips and tricks to students, rather it has to come from within, but this depends on the quality and level of interpersonal support in the learning environment. (trust)
Students have to be brought into the decision making process
Some research suggests that collaborative (group) work can help create cognitive and motivational interdependence. (relationship child development)
What Do We Do?

13. Through feedback, teachers can scaffold learner’s critical reflection of learning experiences and lead them towards more constructive reflections
Not telling them what “they” think, but rather to lead “them” to reflect on and evaluate their own achievements and learning experiences in more constructive manners.
If a student does poorly on a test, root out the underlying causes and identify steps to rectify them.
A mistake is an opportunity to do better the next time.
Get them to think about their thinking.
What Do We Do? (cont.)

14. Research and Conclusion
Research questions to focus on:
Teacher narrative inquiry, insight from learners (varying contexts) (sociocultural)
We can solidly rely on 2 things: 1. motivation has to come from the learner 2. learners must see themselves as the agents in control of their own motivation
In the end, we have to facilitate student learning which entails helping real individuals, not “teaching” classrooms
Research and Conclusion