NEWW

According to Ryan and Deci (2000) (pp. 56),

Intrinsic motivation is defined as the doing of an activity for its inherent satisfaction
rather than for some separable consequence. When intrinsically motivated, a person is
moved to act for the fun or challenge entailed rather than because of external products,
pressures, or rewards.
Extrinsic motivation is a construct that pertains whenever an activity is done in order to attain
some separable outcome. Extrinsic motivation thus contrasts with intrinsic motivation, which
refers to doing an activity simply for the enjoyment of the activity itself, rather than its
instrumental value. (Ryan and Deci,  2000)

Ryan R. M., Deci E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new
directions.

Myers, D.G. (2010). Psychology: Eighth Edition in Modules. New York: Worth Publishers.

"A person's interest often survives when a reward is used neither to bribe nor to control but
to signal a job well done, as in a "most improved player" award. If a reward boosts your
feeling of competence after doing good work, your enjoyment of the task may increase.
Rewards, rightly administered, can motivate high performance and creativity. And extrinsic
rewards (such as scholarships, admissions, and jobs that often follow good grades) are
here to stay," explains David G. Meyers in his text Psychology: Eighth Edition in Modules.
Salcedo, C. S. (2002): The effects of songs in the foreign language classroom on text recall and
involuntary mental rehearsal.

Employing music and songs in English class is not a replacement to other methods, however,
they can be considered as an acceptable material for classroom instruction (Salcedo, 2002)

SCRIVENER, J. (2011): Learning Teaching: The Essential Guide

to English Language Teaching

ELLIS, G. & BREWSTER, J. (2002): The primary english teacher

´s guide

KESHAVARZI, A. (2012): Use of literature in teaching English

“All language teachers desire to provide their students with materials inspiring them to
speak up, to seek out answers to questions, to voice their questions, and to read
widely as well as deeply”.

GHOSH, I. (2002). Four good reasons to use literature in primary school

“It is a good resource of accurate diction, diverse sentence patterns, and passionate
narratives”.

Oxford Advanced Learner´s Dictionary (2005)

“Literature is defined as pieces of writing that are valued as works of art, especially
novels, plays, and poems”.

NORTON, D. & NORTON, S. (2010). Through the eyes of a child: An

introduction to children’s literature.

Children’s literature also encourages creativity. Norton stresses “the role that literature
plays in nurturing and expanding the imagination”.

MASON, I. & HATIM, B. (1990): Discourse and the Translator.

NORDQUIST, R. (2017): What Does Argumentation Mean?

“Argumentation is the process of forming reasons, justifying beliefs, and

drawing conclusions with the aim of influencing the thoughts and/or
actions of others”.

STORYTELLING

STUDENT-CENTRED TEACHING

CONTRERAS, J., RUIZ, P., GIL, A. (1222)