L2 motivation and learner autonomy

Motivaion in the classroom
Irina Grekova
CELTA, DELTA, MA in TESOL, CELTA Assessor
CELTA Trainer, IH CAM Trainer, TKT: 3 Modules Preparation
Course Trainer, ATEEL Refresher Course in TEFL Trainer.

© BKC-IH Moscow Teacher Training Centre 2012

Motivation is…

Motivated learners are…


‘Motivation is what
drives learners to
achieve a goal, and
is a key factor
determining success
or failure in
language learning.’
Thornbury, S. ‘An A to Z of ELT’2006
Macmillan


Motivation is…

‘Language learning motivation is the
intensity and persistence of a learner’s
desire to succeed.’
Tarone E., Swierzbin B. ‘Exploring Learner Language’ OUP


Identified traits of motivated
learners:

• Engaged

• Autonomous

• Inspired


Dominant ideas in L2 motivation
research

•Instrumental and integrative motivation
(Lambert & Gardner 1959-1990)
•Intrinsic/extrinsic: inner motivation vs
situation specific motives (1990s)
•New Approaches : examine relationship
between motivation and identity


Integrative

Derives from a desire on
the part of the learners to
be members of the
speech community that
uses a particular
language. It is an
internally generated want
rather than externally
imposed need.

Instrumental

The reflection of an external
need. The Ls are not learning
a language because they
want to, but because they
need to.


Motivation Theory

•Integrative- integrating into the community
•Instrumental- material/ educational benefits
•Extrinsic- benefits of success in learning
•Intrinsic- enjoying the language learning itself,
personally fulfilling
•Self & Personal Identity – our ideal L2 self and
what we should be able to do


Teaching implications

•
Learning more about the Ss’ needs
•
Tailoring the course for them
•
Including materials, texts, functional language to meet their
expectations
•
To provide opportunities for them to achieve and become the ideal self
•
Integrative – cultural knowledge: customs & traditions, accent, films,
literature, etc.
•
Instrumental/ extrinsic – What, when where, who with S is going to use
L2
•
Intrinsic – What kind of activities does he enjoy, prefer? Topics? Skills?
•
Self identity – How do you see yourself?

Goals?

The L’s goal may be
• a short-term one: such as successfully
performing a classroom task or
•a long-term one: such as achieving native-like
proficiency in the language.


Goals / Teaching implications

Make sure Ss have/ set/ are aware of their goals
Tailor the course for Ss to achieve them
Make sure goals are realistic


Engaging students? How?


Engaging Learner???

• Rapport/ personal interest
• Goals
• Praise based on
achievement
• Learning about the Ss
• Approachable
• Meeting Ss’
needs/interests
• Personalise tasks

A framework for motivational
strategies

•Appropriate T behavior and
good teacher-student rapport
•A pleasant and supportive
classroom atmosphere
•Inductive teaching
•A cohesive learner group
characterized by appropriate
group norms


A cohesive learner group characterized
by appropriate group norms

Factors promoting group cohesiveness:
*time spent together
*shared group history
*learning about each other
*interaction
*intergroup competition and cooperation
*active presence of the leader

Learner autonomy

Helping Ls to understand the process of learning
Ls acknowledging their roles
Ls understanding their needs
Ls aware of goals
Ls finding strategies (what and how to learn)


Promoting learner autonomy

• Other resources within the classroom
• For the Ss to direct their own learning: what and
how to learn
• Finding solutions on their own
• Less rely on the T
• Learn outside the classroom, using other
resources

Promoting learner autonomy

• Helping Ls understand the process of learning
• Inside and outside the classroom
• Ss acknowledge their role in learning
• Helping Ls to understand their needs
• Setting goals for themselves
• Finding specific strategies


Appropriate T behavior and

‘Whatever is done by the teacher has a motivational,
formative influence on students. In other words, teacher
behaviour is a powerful ‘motivational tool’
Dorney, 2001


Appropriate T behavior and

•Mutual trust and respect
•Talking on a personal level
•Imparting a sense of commitment,
interest


A pleasant and supportive classroom
atmosphere

Learner motivation will
reach its peak in a safe
classroom climate in which
Ss can express their
opinions and feel that they
do not run the risk of being
ridiculed


Strategies in generating
student motivation

• Creating realistic learner beliefs
• Maintaining and protecting motivation
• Increasing the Ls’ self-confidence
• Creating learner-autonomy
• Encouraging positive self-evaluation
• Increasing learner satisfaction


Ten Commandments for LL
motivation

•Set a personal example with your own
__________.
•Create a pleasant, relaxed ________in the
classroom.
•Present the tasks ___________.
•Develop a good _________ with the Ls.
•Increase the learner’s linguistic self- _________.


• Make the language classes __________.
• Promote learner __________.
• _________ the learning process.
• Increase the learner’s goal- _________.
• Familiarise learners with the TL ______.


•Set a personal example with your own behaviour.
•Create a pleasant, relaxed atmosphere in the
classroom.
•Present the tasks properly.
•Develop a good relationship with the learners.
•Increase the learner’s linguistic self-confidence.


•Make the language classes interesting.
•Promote learner autonomy.
•Personalise the learning process.
•Increase the learner’s goal-orientedness.
•Familiarise learners with the TL culture.


General advice

• Begin your lesson with a context
• Elicit the language from the Ss
• Let Ss talk about their life, interests, feelings
• Make sure the topics are relevant
• Step away from coursebooks
• Let Ss decide what and how to learn


BKC-IH Teacher Training Centre

E-mail: t-training@bkc.ru
Tel: (495) 2340314
www.bkc.ru

L2 motivation and learner autonomy

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