Scribd Logo
Upload

Welcome to Scribd!

  • Are Our Students Motivated?

    Uploaded by

    James Farnham
    26 views3 pages
    The document discusses student motivation in language learning. It examines different types of motivation like intrinsic motivation, instrumental motivation, and attribution theory. While students may be motivated instrumentally to use the language, they often don't identify with the language itself. The document suggests teachers can encourage intrinsic motivation by allowing student input, setting goals, forming a learning community, using journals for self-evaluation, and offering choices. However, it notes that relying solely on student motivation may not be realistic and the teacher's own motivation also impacts students.

    Original Description:

    Are Our Students Motivated?

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document
    The document discusses student motivation in language learning. It examines different types of motivation like intrinsic motivation, instrumental motivation, and attribution theory. While students may be motivated instrumentally to use the language, they often don't identify with the language itself. The document suggests teachers can encourage intrinsic motivation by allowing student input, setting goals, forming a learning community, using journals for self-evaluation, and offering choices. However, it notes that relying solely on student motivation may not be realistic and the teacher's own motivation also impacts students.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pdf or txt
    26 views3 pages

    Are Our Students Motivated?

    Uploaded by

    James Farnham
    The document discusses student motivation in language learning. It examines different types of motivation like intrinsic motivation, instrumental motivation, and attribution theory. While students may be motivated instrumentally to use the language, they often don't identify with the language itself. The document suggests teachers can encourage intrinsic motivation by allowing student input, setting goals, forming a learning community, using journals for self-evaluation, and offering choices. However, it notes that relying solely on student motivation may not be realistic and the teacher's own motivation also impacts students.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pdf or txt
    of 3

    Are our students motivated?

    Are our students motivated?

    Are our students motivated by our teachers?

    What different kinds of things act as motivators?


    Ideal Self

    Integrative motivation Achievement need

    Do I feel good when I succeed in

    Vision
    Do I want to be like the people
    who speak this language? class, or in my exams? Ought To

    Instrumental motivation Attribution theory

    Do I need to use this language for Who is largely responsible for my


    something? success or failure?
    L2 Learning experience
    The Dark Side (The weakest overall motivational force ). So, are they motivated then?

    What happens if I fail? Yes, but ……

    ● Instrumentally.
    ● They don’t “identify” with English.
    How much do we rely on this?
    ● Clear achievement need!
    ● Negative force - “ought to” self.

    Why?

    Encouraging Intrinsic Motivation


    (Keeping the Vision alive) WE could ……..

    What Do We Need To Do? How Can We Achieve These? Include more student input on Make use of learning journals which could guide
    activities, content, scheme of tutorials or differentiation. Aims from syllabus for
    ● Goal Setting work. Needs-led, not standardized. each level should be turned into can-do
    statements which students assess themselves
    on.
    ● Community Forming
    Remind students of end-goal constantly. Link
    ● Journaling objectives, tasks, activities, interactions to this
    goal and highlight connections in the Form study groups, introduce mentoring,
    ● Self-Evaluative Checklists syllabus/homework. prioritise peer teaching. Highlight multi-lingual
    teachers as role-models. Connections to the
    wider world through language exchange and
    partner institutions.
    Most Importantly: OFFER CHOICE!!!
    What’s Missing?

    ● Motivated students tend to have a wider


    variety of learning strategies.

    ● The motivation of the teacher is also a


    strong affecting force.

    ● Who’s responsible for all of this?

    ● How much can we realistically do?

    You might also like