MOTIVATION

An Introduction to Applied Linguistics (2nd Edition)

Edited by Norbert Schmitt

Chapter 10 ~ part 2

After considering the important role of learning styles and strategies in language acquisition, motivation (as a third factor relating to the language learner) needs special attention.

Almost for every kind of behavior there would be a need or reason...

even for learning a new language!

Call for motivation

Motivation needed for L2 learning is very different to any other type of motivation for learning other subjects.

Why is that? This is because an L2 learner involves in TL

and TC far more than simply learning skills, or a system of rules, or a grammar.

Language learning has a significant impact on the social nature of the learner. (Williams , 1994:77)

Call for motivation

A second important aspect of L2 motivation is that it is not stable and static but is rather in a continuous process of change.

Dorneyei (2005) argues that motivation undergoes a cycle that has three cycles:1. Choice motivation : generation2. Executive motivation: maintenance3. Retrospective evaluation: evaluation

Call for motivation

Bearing this (the cycle) in mind, for each stage there would be different motives.

Let us put ourselves in a psychologist’s shoes and see:◦ How’s motivation generated?◦ How’s motivation maintained?◦ How’s motivation evaluated?

Call for motivation

For generating motivation, the most important components are values and attitudes related to the L2, the L2 speakers and language learning in general.

For Gardner (1985) understanding the broad sociocultural nature of L2 motivation should be emphasized.

Gardner’s (1985) theory of influential motivation:◦ Integrative orientation◦ Instrumental orientation◦ Integrative motive

Choice motivation

Another important aspect of choice motivation is expectancy of success.

It refers to learner’s confidence in being able to carry out tasks associated with L2 learning.

Choice motivation

In Learning in classroom settings where distracting influences, such as off-task thoughts, anxiety or physical conditions make it difficult to complete the tasks, a particular motivation is needed.

1. Perceives quality of the learning experience.

2. “Autonomy” (self determination)3. Motivational retrospection : To look back

and evaluate

Executive motivation

One very important function of this stage is for learners to extend the repertoire of personally useful strategies (as a source of inspiration for future learning).

The retrospective stage

Dorneyei (2005) uses the three stages of choice motivation, executive motivation, and motivational retrospection as an organizing framework and identifies 4 principal aspects for teachers to motivate learners:1. Supply the prerequisites and basic motivational

conditions Keep your feet on the ground!

2. Help learners generate their initial motivation3. Create learner autonomy and help them keep going4. Provide inspiring feedback and encourage positive

retrospective self-evaluation

Motivating learners

Assuming that styles, strategies and motivation are inter-related and very closely linked.

Using style and strategy surveys in the classroom.

Learner self-motivating strategies1. Commitment control2. Meta-cognitive control3. Satiation control4. Emotion control5. Environmental control

Pedagogical implications

Thanks for your attention…