1. A key part of the learning process Julliana Gomes Alvarenga Letícia Pilger da Silva

2. “Motivation is considered the best predictor of success in second language learning” (LIGHTBOW & SPADA, 2013).

4. Theoretical Overview “Motivation is the extent to which you make choices about (a) goals to pursue and (b) the effort you will devote to that pursuit”. (BROWN, 2001, p. 72).

5. Theoretical Overview “Motivation is the extent to which you make choices about (a) goals to pursue and (b) the effort you will devote to that pursuit”. (BROWN, 2001, p. 72). MOTIVATION: >INTRINSIC >EXTRINSIC ORIENTATION: >INSTRUMENTAL >INTEGRATIVE

6. EXTRINSIC MOTIVATION (2.0)INTRINSIC MOTIVATION (3.0) External reward (+good grades, +money, +gold stars, +title,etc) Feelings of competence and self-determination To avoid punishmentKnowledge RegulationMastery DisciplineStimulation Available in: http://www.oneclearmessage.co.za/intrinsic-motivation-3-0/

7. “You are not motivated enough!” Available in: https://i.kinja-img.com/gawker-media/image/upload/s--neEDpDkM--/c_fill,fl_progressive,g_north,h_358,q_80,w_636/17kl9l44zvzprjpg.jpg

8.  Factors that influence motivation: Available in: https://media.licdn.com/mpr/mpr/shrinknp_400_400/p/4/005/06f/335/0f41430.jpg

11. anxiety motivation Available in: http://image.slidesharecdn.com/anxiety-140607112744-phpapp02/95/anxiety-3-638.jpg?cb=1402140496

12.  Symptoms and behaviors: - Apprehension, worry, sweat, palpitations; - Lack of concentration, forgetfulness; - Skip classes, postpone homework.

14.  Anxious students were found: - to have difficulty processing meaningful input; - to be less responsive to language output (Trang, Moni, Baldauf (2012).  Anxiety affects input, processing and output (MacIntyre & Gardner,1991).

15. ANXIETYMOTIVATION

16. Improving motivation in the classroom  Games, songs and stories;  Content-based teaching;  Cooperative learning activities;  Group work;  Develop a good relationship with the students;  Create a pleasant, relaxed atmosphere in the classroom;  Increase the learners’ linguistic self-confidence;  Promote learner autonomy. (BROWN, 2001)

17. References  BROWN, D. Teaching by principles. San Francisco State University: Longman, 2000.  LIGHTBOWN, P.M. & SPADA, N. How Languages are learned. New York: OUP, 2013.  NORRIS-HOLT,J. Motivation as a Contributing Factor in Second Language Acquisition. In: The Internet TESL Journal, Vol. 7, No. 6, June 2001.  WEI, M. The Interrelatedness of Affective Factors in EFL Learning: An Examination of Motivational Patterns in Relation to Anxiety in China. In: TESL-EJ Teaching English as a second or foreign language. Vol. 11, No. 1, June 2011.  MACINTYRE, P.D. & GARDNER, R.C. (1991a). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning 41(1), pp. 85-117