Research on Motivation, an important issue in EFL.

1. Chapter 5, Douglas Brown (2001)
Teaching by Principles: An Interactive Approach to
Language Pedagogy.Addison Wesley,Longman.
Prof. Estela N. Braun- Adjunto Regular Práctica
Educativa II, Didáctica del Inglés y Residencia en
Primaria (Abril, 2014)
MOTIVATION

2. DEFINING MOTIVATION
 1. a Behaviouristic Definition: Skinner (1958)
Motivation as “…the anticipation of
reward”.
 2. Cognitive definition:
 Internal drives: Ausubel (1968):
exploration-manipulation-stimulation-
activity-knowledge-ego
enhancement.

3. Hierarchy of Needs Theory ,Maslow
(1970)
 Self-actualization
 Esteem: Strength
 Esteem: Status
 Love- Belongingness- Affection
 Safety- Security- Protection- Freedom
from Fear
 Air- Water- Food- Rest- Exercise

4. Self-control theory (Hunt, 1971)
MOTIVATION is highest when one
can make one’s own choices
, whether they are short-term or
long-term contexts.Self-
regulation. Autonomy. Make our
own choices.
 http://www.youtube.com/watch?v=f_c9ZhYZtjY
 David Nunan, Motivating YLE.

5. INTRINSIC AND EXTRINSIC
MOTIVATION
 Gardner and Lambert, 1972; Gardner &
Tremblay, 1994.
 MOTIVATION: Intensity of one’s
impetus to learn.
 Intrinsic motivation is superior in
terms of long-term goals.
 Extrinsic motivation: too
dependant on tangible rewards.

6. THE PROBLEM OF EXTRINSIC
MOTIVATION
 CONTENT
 PRODUCT
 CORRECTNESS
 COMPETITIVENESS
 ALL OF
 THEM LEAVE OUT THE LEARNERS’ NEEDS,
AND THUS FAIL TO CREATE A
COLLABORATIVE PROCESS OF
COMPETENCE BUILDING.
 Discuss the chart on page 79.

7. Tests and exams. Peer-
evaluation
 Emphasizing the “big” picture-larger perspective
 Letting students set long-term goals
 Allowing sufficient time for learning
 Cooperative learning activities
 Group work
 Viewing the class as a team
 Content-centered teaching
 English for specific purposes
 Allowing risk-taking behaviour
 Rewarding innovation and creativity

8. Activities for intrinsic motivation
 Teaching writing as a thinking process in which
learners develop their own ideas freely and
openly.
 Showing learners different strategies to enhance
their learning.
 Students créate their own Reading materials (e-
books)
 Oral fluency activities about their interests.
 Listening to an academic lectura for specific
information.
 CLT enables learners to use language to
accomplish functions.
 If learners see grammatical explanations as a

9. Teacher as FACILITATOR
(Dôrnyei,1998)
 1. Set a personal example with your own
behaviour.
 2. Create a pleasant, relaxed atmosphere in the
classroom.
 3. Present the tasks properly.
 4. Develop a good relationship with the learners.
 5. Increase the learners’linguistic self-confidence.
 6. Make the language classes interesting.
 7. Promote learner autonomy.
 8. Personalize the learning process.
 9. Increase the learners’goal-orientedness.
 10. Familiarize learners with the target language
culture.

10. TASKS:
 At home solve chapter 9 TKT in pairs.
 In pairs, review literature on Motivation. Choose
an article, summarize it and present it orally in
class. Which practical experiment could you use
to learn about your students’level of motivation?
 You will receive a list of recommended authros by
mail.

11. Internet Resources for
teachers
 http://learnenglishkids.britishcouncil.org/en/
 http://www.macmillanenglish.com/resources/
 http://www.pearsonlongman.com/ae/heythere/tea
cher-resources.asp
 http://www.cambridge.org/ar/elt/?site_locale=es_
AR