Liz Fotheringhamhttp://lizfotheringham.wordpress.com

lizfotheringham1@yahoo.co.uk

Strategies for Motivation

Forlang 2011

The challenge

The un- or demotivated learner

• Bored• Tired• Can’t concentrate• Experiences little success• Low self-esteem and confidence• Inactive• Does not participate in a constructive way• Moody…………

Consequences……..

• Enjoys the language learning experience• Is interested in what he/she is learning• Wants to succeed• Experiences success• Has a goal

Some characteristics of a motivated learner

Motivation in second language learning is a complex phenomenon. It has been defined in terms of two factors:• On the one hand learners’ communicative needs• And, on the other, their attitudes towards the second

language community Lightbown, Patsy/Spada, Nina. 2006 How languages are Learned (3rd Ed) Oxford: Oxford University Press

Motivation is… the driving force that makes us do the things we do. Chambers, Gary (Ed). 2001 Reflections

on motivation. London: CILT

What is motivation…….

Motivation is ….

the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritised, operationalised and (successfully or unsuccessfully) acted out.

Dörnyei and Otto (1998) (cited in Chambers, Gary (Ed). 2001 Reflections on motivation. London: CILT)

What is motivation…….

….Some thoughts on motivation…

燕•Bird from the NORTH 北•Flying across the waters (dots)

•With a stalk ( ) of grass ( )

•In its mouth 口

yàn

The swallow is remembered as a…

The impact of TL culture on motivation

I hated the school topic because I did not find it

interesting and I will probably never need it again.

I didn’t like the pencil case items because it wasn’t

interesting or very relevant to me.

I didn’t like doing the time because I had already done

it at primary school.I prefer working outside the text book because you have more freedom so it is fun

I liked the work on Euro 2008. We got really

creative and made posters.

I enjoyed doing the work on the Olympics the most. I

loved putting my French skills to the test and learning about

the mascots. It made me realise how much French I

knew.

Motivated learners?

Factors affecting motivation

Factors affecting motivation – having a goal

• Purpose– Personal? – Future goals? – Qualifications?

Factors affecting motivation - content

• Relevant • Interesting • Meaningful

Factors affecting motivation – choice of resources

Factors affecting motivation – transition

Takes account of prior learning experience?

Factors affecting motivation – the CLIL approach

四八

SculptureMusic and dance

Superstition

Festivals

Colours

Sports and games

Gestures

Food

Language

Art and calligraphy

Architecture

Religion and philosophy

Factors affecting motivation – exposure to TL culture

Factors affecting motivation – exposure to TL culture

Factors affecting motivation – direct experience of TL country

'I think this trip is an amazing opportunity and gives a great insight and understanding to Chinese culture. I enjoyed every second of the trip and the staff and volunteer students have been exceptionally welcoming and giving in every way humanly possible. When I leave China, I leave knowing that I am always welcome.'

Stimulating motivation – opportunities for contact with TL country/exposure to TL culture

• Teleconferencing through tools such as Skype• Contact with foreign language assistant• Themed days• Celebrations and festivals• Contact with local speakers of TL • Links and projects (cross-curricular?) with

partner schools

Factors affecting motivation - The classroom environment

– What is the involvement of the learner?– How do they feel about their learning?– How much choice do they get?– How challenging is what they do?– Do they get appropriate feedback– What is the role of assessment?

Context/content

Boring, dull Interesting and meaningful

Low level (easy)

High level (difficult)

The classroom environment – promoting a sense of achievement

• Indentifying patterns in language and making connections• Memorisation techniques• Using knowledge of L1 or another language• Using reference materials e.g. dictionary skills• Taking notes• Reading out aloud e.g. knowledge of phonics• Working out meaning by using previous knowledge• Evaluating and improving on their performance

Helping learners to help themselves - equipping learners with the strategies to be successful language learners

Some Examples

Increased learner autonomy

Increased intrinsic motivation

Helping learners to help themselves - equipping learners with the strategies to be successful language learners

Now, however, in the age of learner-centredness in education and of learner autonomy in particular, in may be that the teachers’ own agenda needs to change. After all, the appropriate question no longer seems to be how can we motivate our learners? But how can we help learners to motivate themselves?

Ema Ushioda quoted by Dörnyei: Motivational Strategies in the classroom, CUP 2001

The role of the teacher in stimulating and maintaining motivation

• Conveys enthusiasm for language and learning it to learners

• Creates a supportive, collaborative learning environment (importance of good relationships)

• Maintains a good learning environment

• Conveys positive attitudes towards the TL country (countries)

Creating the right classroom environment – role of the teacher….

• Gets to know the learner as an individual

• Reduces anxiety of the learner

• Boosts self esteem and confidence of learner

• Sets standards for behaviour

• Ensures the learner experiences success

Maintaining motivation – effective feedback and assessment

• Constructive feedback• Encourage self and peer assessment• Clear learning objectives• Transparent assessment criteria• Celebrate success

Rewards

Extrinsic rewards need to be handled carefully and always with the long term goal of developing intrinsic motivation, i.e. moving from motivating learners to helping learners to motivate themselves. Lamb, Terry 2001 Reflections on

motivation. London: CILT

Maintaining motivation – active learning

Variety – a key to maintaining motivation

http://edu.glogster.com/

www.voki.com

www.toondoo.com

Helping learners to help themselves –using ICT to maintain motivation by stimulating creativity

http://hotpot.uvic.ca/

Maintaining motivation - using ICT to stimulate creativity and support learner autonomy

Maintaining motivation - when the going gets tough….

And finally…….

Liz Fotheringham

http://lizfotheringham.wordpress.com

lizfotheringham1@yahoo.co.uk