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Mo,va,onis“responsibleforwhypeopledecidetodosomething,howlongtheyarewillingtosustaintheac,vity,andhowhardtheyaregoingtopursueit”
Dörnyei,Z.(2014).Mo,va,onInSecondLanguageLearning.InCelce-Murciaetal.,TeachingEnglishAsA
SecondOrForeignLanguage(Pg.519)
Whatmo-vatesyourstudents?
I enjoy studying English and feel like I
can do well at it.
I’m interested in the language.
I want to outperform other students.
My parents/teachers will be happy
English will allow me to meet and talk with
more people.
It’s important because I’ll be able to
participate in the activities of other cultural groups.
I can get into a good school, get good job,
etc.
Other people will respect me more. Other
Mo-va-onsforLearninganL2
Intrinsic• Enjoyment
Extrinsic• Rewards
Integra,ve• Joinaculture
Instrumental• Gradua,on,College,Job,etc.
PeriodsofL2Mo,va,onResearch
1950s-1990• Socio-Educa,onalPeriod
1990s• Cogni,veSituatedPeriod
2000s• ProcessOrientedPeriod
Current• Socio-dynamicPeriod
TheSocio-DynamicPhase(Current)
• L2 Motivational Self System • Ideal Self • Ought-to Self • Feared Self
• L2 Learning Experience
• Vision Component
Whatwouldyourstudentssay?IdealSelf
“WhenIlearnEnglish,Iwill______.”
Ought-toSelf“__saysIshouldlearnEnglishbecause__.”
FearedSelf
“IfIdon’tlearnEnglish______.”
L2 Learning Experience “MyexperiencelearningEnglish________”
L2 Teacher Motivation
Interrelated with student motivation The teacher is a class member and must find “stimulation so that learners will discover things they want to do for themselves” (Ushioda 2003)
“classroom motivation is a dynamic construct which emerges from student and teacher motivation in synergy” (Banegas, 2013)
SameTheoriesApplyIntrinsicMo-va-on - Loveofsubject- Interac,onw/students- Self-respectofaccomplishment
- Autonomy- Personalgrowth- Seeinglearninghappen
ExtrinsicMo-va-on- Salary- Benefits- Physicalcondi,ons- Teachinghours- Recogni,on
SameTheoriesApply
L2Mo,va,onalSelfSystem (PossibleTeacherSelves)
– IdealSelf(Internal)– Ought-toSelf(External)– FearedSelf
L2LearningExperience
L2TeacherMo-va-onResearchMarthaPennington• LargescaleTESOLsurvey• Sa,sfiedwithintrinsicnatureofjob• Dissa,sfiedwithexternalfactors
TerryDoyle&YoungMiKim• Cri,cizedPenningtonforignoringculture
• Samefindings• Statemandatedcurriculumlimitedautonomy&mo,va,on
L2TeacherMo-va-onResearchAmelShoaib• TeacherMo,va,oninSaudi• Strategiestomo,vateteachers
• TeacherLevel• ManagerLevel• Ministry/Ins,tu,onallevel
MagdalenaKubanyiova• PossibleSelvesinSlovakia• FearedLanguageTeacherSelf• Fearlimitschange
TheGood,TheBad,&TheUgly“wecandescribetheteachingprofessionasabodyofhighlyqualifiedprofessionalswithanintrinsicallymo,vatedandideologicallycolouredcommitmenttopursuewhattheyseeasalargelyfulfillingjob”
• Highstresslevel• Restric,onsonteaching
autonomy• Fragileself-efficacy• Difficultyofmaintaining
intellectualchallenge• Inadequatecareer
structure• Pooreconomiccondi,ons
(Dornyei&Ushioda,2011)
“theteacher’slevelofenthusiasmandcommitmentisoneofthemostimportantfactorsthatcanaffectlearners’mo,va,ontolearn”
(Dörnyei&Ushioda,2011,p.170).
SelfMo,va,ngStrategiesforTeachers• Reflectonlessonsimmediately• Observeotherteachersasalearningtool• Rememberpreviouschallenges
• Analyzeaspectsofworkthatcauseanxiety• Changeapproachestoteachingmaterial• Arrangeclassroomformaximalamen,on
• Workwithotherteacherstoresolveproblems
Corno&Kanfer(1993)inDornyei&Ushioda(2011)
10Commandmentsformo,va,nglanguagelearners
1. Setapersonalexamplewithyourownbehaviour
2. Createapleasant,relaxedatmosphereintheclassroom
3. Presenttasksproperly
4. Developagoodrela,onshipwiththelearners
5. Increaselearner’slinguis,cconfidence
6. Makethelanguageclassesinteres,ng
7. Promotelearnerautonomy
8. Personalisethelearningprocess
9. Increasethelearner’sgoal-orientedness
10. FamiliariselearnerswithTLculture
Dörnyei&Csizér1998
Crea,ngthebasic
mo,va,onalcondi,ons
Genera,ngini,al
mo,va,on
Maintainingand
Protec,ngMo,va,on
Encouragingposi,ve
retrospec,veself-
evalua,on
ZoltanDornyei,2001,Mo,va,onalStrategiesintheLanguageClassroom
Mo,va,onalTeachingPrac,ce