7. Motivation is âŠ. the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritised, operationalised and (successfully or unsuccessfully) acted out. Dörnyei and Otto (1998) (cited in Chambers, Gary (Ed ). 2001 Reflections on motivation . London: CILT) What is motivationâŠâŠ.
10. Motivated learners? I hated the school topic because I did not find it interesting and I will probably never need it again. I didnât like the pencil case items because it wasnât interesting or very relevant to me. I didnât like doing the time because I had already done it at primary school. I prefer working outside the text book because you have more freedom so it is fun I liked the work on Euro 2008. We got really creative and made posters. I enjoyed doing the work on the Olympics the most. I loved putting my French skills to the test and learning about the mascots. It made me realise how much French I knew.
17. ć ć « Sculpture Music and dance Superstition Festivals Colours Sports and games Gestures Food Language Art and calligraphy Architecture Religion and philosophy Factors affecting motivation â exposure to TL culture
18. Menus tickets Posters Programmes Adverts Newspapers and magazines Literature Poetry Brochures pamphlets catalogues Internet articles cartoons Statistics charts Songs Movies Timetables Podcasts Photographs Instructions receipts Videos blogs emails radio broadcast discussion forums recipes jokes films Quizzes Surveys Interview Speeches Reports TV programmes Puzzles Factors affecting motivation â exposure to TL culture
19. Factors affecting motivation â direct experience of TL country 'I think this trip is an amazing opportunity and gives a great insight and understanding to Chinese culture. I enjoyed every second of the trip and the staff and volunteer students have been exceptionally welcoming and giving in every way humanly possible. When I leave China, I leave knowing that I am always welcome.'
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22. Context/content Boring, dull Interesting and meaningful Low level (easy) High level (difficult) The classroom environment â promoting a sense of achievement
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24. Helping learners to help themselves - equipping learners with the strategies to be successful language learners Now, however, in the age of learner-centredness in education and of learner autonomy in particular, in may be that the teachersâ own agenda needs to change. After all, the appropriate question no longer seems to be how can we motivate our learners ? But how can we help learners to motivate themselves? Ema Ushioda quoted by Dörnyei: Motivational Strategies in the classroom, CUP 2001
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28. Rewards Extrinsic rewards need to be handled carefully and always with the long term goal of developing intrinsic motivation, i.e. moving from motivating learners to helping learners to motivate themselves. Lamb, Terry 2001 Reflections on motivation . London: CILT
34. And finallyâŠâŠ. Liz Fotheringham http://lizfotheringham.wordpress.com [email_address]
Hinweis der Redaktion
Thatâs not to say that all such issues are simply a matter of motivation but that a learner who enjoys the language learning experience, is interested in what they are doing, has some degree of choice over what they are doing, wants to succeed and indeed experiences success, is more likely to be a motivated learner and one where the task of the teacher will be that much simpler or more straightforward. Unfortunately things are quite as simple as that and there is a whole host of factors which can affect the way in which the learner responds to and operates within the formal learning environment, that environment for which we as teachers are responsible, and thatâs what we are going to consider today.
http://office.microsoft.com/en-us/images/results.aspx?qu=newspaper#ai:MP900178998| Will principally be looking at making the most of online authentic resources (by authentic I mean mainly those things which have not been produced specifically for foreign language learners â see egs on this slide â delegates may well be able to think of many others. Essentially boil down to different types of text, image (sometimes combined with text) audio (combined sometimes with one or other of the other two. Will look at some different ways of exploiting these, but only have 40 minutes! Firstly will briefly consider why we should use authentic resources
![Liz Fotheringham http://lizfotheringham.wordpress.com [email_address] Strategies for Motivation Forlang 2011](https://image.slidesharecdn.com/forlangseminarmotivationlecture-111130043404-phpapp02/85/Forlang-seminar-motivation-lecture-1-320.jpg)
