This presentation is about ESL student's motivational differences.

1. BY: Dinora Hernandez Ramirez.

2.  It is unlikely that everyone in the class will
have the same motivation, (motivation is a
mixture of different factors).
 Motivational factors are different depending
of the age and level.

3.  They are very curious, this in itself is motivating,
but they need activities which are exiting and
stimulate their curiosity.
 Their span of attention or concentration is less
than that of an adult.
 Children often seek teacher approval.
 They need frequent changes of activity.

4.  Children need to be appreciated by the
teacher, an important figure to them.
 almost everything for them will depend on
the attitude and behavior of the teacher.

5.  We can certainly no expect any extrinsic
motivation for the majority of them.
 That students’ attitude has been positively
influenced by those around them.
 Adolescents are often brittle.
 They will probably not be inspired by mere
curiosity.

6.  The teacher approval is no longer of vital
importance.
 The teacher may not be the leader, but rather the
potential enemy.
 They seek peer approval and be important.
 They are easily prone of humiliation if the teacher
is careless with criticism.
 Adolescents also can be highly intelligent if
stimulated, and dedicated if involved.
 Is task of the teacher, to put language teaching
into and interesting context for them.
 More than anything else they have to be involved in
the task and eager to accomplish it.

7.  They may well come to the classroom with a high
degree of extrinsic motivation.
 They will often succeed very quickly.
 Goals within the class are easy to perceive and
relatively east to achieve.
 But it is still difficult to start learning a foreign
language, and unrealistic challenge coupled with
a negative teacher attitude can have disastrous
effects on students’ motivation.

8.  They may well be motivated extrinsically.
 They may well have very positive feelings about
the way the are treated in the classrooms.
 Success may be motivating, and the perception of
having “more advanced English” may be a
primary goal.

9.  Intermediate students already a lot and may not
perceive any progress.
 Our job would seem to be that of showing the
students that there is still a lot to learn, and the
setting realistic goals for them to achieve.
 A major factor seems to be getting the level of
challenge right.

10.  These students are often highly motivated. If they
were not would not see the need to continue with
language study when they have already achieved so
much.
 They will find the progress more difficult to perceive.
 Much of the time they may not be learning anything
“new” but learning better how to use what they
already know. (the teacher has the responsibility to
point this fact).
 They may well need the clarity that the setting of
short-term goals, tasks, etc.

11.  Retrieved from
http://iteslj.org/Articles/Kobayashi-
CulturalDifferences.html
 https://en.wikipedia.org/wiki/Motivation_in_
second-language_learning