PFLT lectures 6 -7 Motivation in Language Learning

PFLT (lectures 6 -7) Motivation in Language Learning.

Definition. Motivation may be constructed as a state of cognitive and emotional arousal which leads to a conscious decision to act, which gives rise to a period of sustained intellectual and/or physical effort in order to attain a previously set good goals.

motivation= cog/emot. arousal cons. decision intel/phys effort goals Causes of arousal: Internal causes – desire, interest, curiosity External causes – another person, event Reasons for doing smth deciding to do sustaining the effort, persisting

The role of (I) Achievement motivation and (II) Effectiveness motivation in learning process I People differ in their need to achieve and to be successful. This drive to succeed pushes some to be high achievers in everything, whereas others don’t seem to care much. II Self-efficacy (Bandura’s theory) if students believe they can do this they will demonstrate their skills; if not won't. SO, self-efficacy influences our choice of activities we undertake, also efforts and persistence.

Integrative and instrumental orientations in motivation (Gardner) Learner is studying a language because of a wish to identify with the culture of speakers of that language. Learner is studying a language because of external goods such as passing exams, financial rewards, furthering a career or gaining a promotion.

Dimensions of motivation. Intrinsic 1. Preference for challenge 2. Curiosity 3. Independent mastery 4. Independent judgment 5. Internal criteria for success. Extrinsic 1. Preference for easy work 2. Pleasing teacher/getting grades 3. Dependence on teacher in figuring out problems 4. Reliance on teacher’s judgment about what to do 5. External criteria for success

Perceived value of the activity Rule: the greater the value students attach to the accomplishment in an activity, the more highly motivated they will be both to engage in it initially, and later to put sustained effort into succeeding. Example: Learning a FL in British schools was rated as: - Useful and interesting – 23% (15 years olds) - Useful but boring – 13% (both sexes) - Useless and boring – 23% (both sexes) Result: significant minority are poorly motivated in learning FL.

The state of arousal. A major component curiosity. 1) If a task provokes curiosity (surprise, discrepancy from existing ideas) the state of arousal is high. 2) If a task is too complex, it induces confusion and avoidance response.

Student’s are highly motivated or aroused in the following conditions: - Minds and bodies are completely involved - Concentration is very deep - Know what they want to do - Know how well they are done - Not worried about failing - Time passes very quickly

Locus of Causality (Richard de charms) Am I the cause of the action? -I am responsible for originating my actions So, I am origin. - I find other people responsible for what happens to me. So, I am a pawn. Control (Juliann Rotter) -I am in control of my learning, so, I have internal locus of control. -I lack control over what happens to me and lose motivation to succeed. -So I have external locus of control.

Motivational Styles Learned helplessness 1) 2) 3) 4) 5) 6) Mastery oriented Lack of ability 1) No control over their 2) actions. Demotivated Difficult to discriminate between right and 3) wrong Symptoms of anxiety and depressions Give up trying See a lack of effort Seek clues in their mistakes for ways to improve performance Improve performance Self-worth concern 1) 2) Avoid expending great effort on tasks seen as ego threatening Failure is seen as low ability.

Setting and achieving goals Setting appropriate goals becomes an important part of motivated behavior so that the decision can be carried out and the required effort sustained. Dweck: ‘Put simply, with performance goals, an individual aims to look smart, whereas with learning goals the individual aims at becoming smarter. (1985) Choice of goals reflect both students’ beliefs about intelligence and ability, and their typical behavior patters in achievement situation.

Power of feed back. Motivating influence. External reinforcers: rewards, merit marks, praise are excellent ways of motivating underachieving or reluctant learners. Informational feedback is likely to increase motivation towards certain tasks (helps to perform the task with greater degree of independence). Controlling feedback is likely to cause anxiety over the performance and decrease motivation.

Praise can be informational if it describes personal competence, which in turn will be influenced by student’s view of himself. Praise (reward) can be destructive as it may lead learners to feel that their involvement in any activity is in hands of others and beyond their control, decreasing intrinsic motivation.

Summary: What makes a person want to learn? Motivation in language learning 1. Intrinsic interest of activity Arousal of curiosity Optimal degree of challenge ( zone of next potential) 1. Perceived value of activity Personal relevance Anticipated value of outcomes Intrinsic value attributed to the activity 1. Sense of agency Locus of causality ( origin versus pawn) Locus of control re process and outcomes 1. Ability to set appropriate goals 2. Mastery Feelings of competence Awareness of developing skill and mastery in a chosen area Self- efficacy 1. Self- concept Realistic awareness of personal strengths and weaknesses in skills required Personal definitions and judgments of success and failure 1. Self- worth concern 2. Learned helplessness • Attitudes To language learning in general To the target language 1. To the target language and culture • Other affective states Confidence 1. Anxiety, fear 2. Developmental age and stage 3. Gender Some important external factors are: 1. Significant others Parents Teachers Peers 1. The nature of interaction with significant others Mediated learning experiences The nature and amount of feedback Rewards The nature and amount of appropriate praise Punishments, sanctions • The learning environment Comfort 1. Resources 2. Time of day, week, year What makes a person want to learn? Motivation in language learning Size of class school Class and school ethos The broader context Wider family networks The local education system 1. Conflicting interests 2. Cultural norms 3. Societal expectations and attitudes

Tips for language teachers. - Recognize the complexity of motivation. Be aware of both initiating and sustaining motivation. Discuss with learners why they are carrying out activities. Involve learners is making decisions related to learning the FL. Involve them in setting language learning goals. Recognize people as individuals Build up individual’s beliefs in themselves. Develop internal beliefs. Help to move towards a mastery oriented style. Enhance intrinsic motivation. Build up a supportive learning environment Give feedback that’s informational.

Intrinsically motivating techniques: A check list. Does the technique appeal to the genuine interests of your students? Is it relevant to their lives? Do you present the technique in a positive, enthusiastic manner? Are students clearly aware of the purpose of the technique? Do students have some choice in: Choosing some aspect of the technique? Determining how they go about fulfilling the goals of the technique? Does the technique encourage students to discover for themselves certain principles or rules ( rather than simply being ‘told’) Does it encourage students in some way to develop or use effective strategies of learning and communication? Does it contribute – at least to some extent – to students’ ultimate autonomy and independence ( from you)? Does it foster cooperative negotiation with other students in the class? Is it truly interactive technique? Does the technique present a ‘reasonable challenge’? Do students receive sufficient feedback on their performance (from each other or from you)?

Seminar: Case study. (analysis of effective strategies and intrinsically motivating techniques) Group presentation: ‘Your majesty, my son’s stopped learning English and we blame the teacher for his behavior. ’