1. Hook, line and sinker – strategies for
motivation
http://lizfotheringham.wordpress.com
lizfotheringham1@yahoo.co.uk

2. The challenge
It is attitude rather than aptitude that causes most
failure. Having a commitment to learning is one of
the main reasons why people succeed. QCDA 2

3. Consequences……..
3

4. Why this is important for us…….
When evaluating the quality of teaching in the
school, inspectors consider:
 the extent to which teachers enthuse, engage
and motivate pupils to learn and foster their
curiosity and enthusiasm for learning
Ofsted: The Framework for School Inspection from
January 2012
A teacher must:
1. Set high expectations which inspire, motivate and
challenge pupils
DFE: Teachers’ standards in England from September 2012 (p 6)

5. What is motivation…….
Motivation is… the driving force that makes us do the
Chambers, Gary (Ed). 2001 Reflections
things we do. on motivation. London: CILT
Motivation in second language learning is a complex
phenomenon. It has been defined in terms of two
factors:
• On the one hand learners’ communicative needs
• And, on the other, their attitudes towards the second
language community Lightbown, Patsy/Spada, Nina. 2006 How
languages are Learned (3rd Ed) Oxford:
Oxford University Press

6. Some thoughts …. motivation…
on

7. The impact of TL culture on motivation
The swallow is remembered
as a…
燕 yàn
•Bird from the NORTH 北
•Flying across the waters (dots)
•With a stalk ( ) of grass ( )
•In its mouth 口

8. Motivated learners?
I liked the work on Euro 2008.
I hated the school topic We got really creative and
because I did not find it made posters.
interesting and I will probably
never need it again.
I enjoyed doing the work on
the Olympics the most. I
I didn’t like the pencil case
loved putting my French skills
items because it wasn’t
to the test and learning about
interesting or very relevant to
the mascots. It made me
me.
realise how much French I
knew.
I didn’t like doing the time
because I had already done it I prefer working outside the
at primary school. text book because you have
more freedom so it is fun

9. Barriers to motivation
Content
Resources
Prior experience
Secondary
Primary school Higher
school education

10. Factors affecting motivation – having a goal
• Purpose
– Personal?
– Future goals?
– Qualifications?

11. The motivational cycle
Getting the
Towards self
conditions
motivation
right
Drawing Getting them
them in - hooked –
maintaining stimulating
motivation motivation

12. Hooking them in….. through culture
It all started with English lessons in school. One day
the teacher told us: “Bring a bowl to class tomorrow
as we are going to have a British breakfast.” That
turned out to be Cornflakes and a glass of orange
juice, which was a shocking concept to my 11 year old
self. It wasn’t what we had at home and opened my
eyes to the fact that there were people in the world
with different habits, obeying different rules
Roland Mouret On being an Anglophile at heart – interview Times Saturday magazine
26.04.08

13. Le carnaval en France a son
origine dans la religion. C’est
la période entre le 6 janvier
(l’Épiphanie ou la fête des
Rois) et le mercredi des
Cendres. Le carnaval
symbolise aussi le passage
de l’hiver au printemps.
LE CARNAVAL DE DUNKERQUE
http://www.flickr.com/photos/benoit_d/5507545596/ benoit_d
Pendant la période du carnaval on
se maquille et se déguise pour les
bals et les défilés dans les rues; ces
défilés s’appellent des bandes.
Pendant les bandes on chante et
danse dans les rues et il y a une
tradition qu’on porte un parapluie
http://www.flickr.com/photos/benoit_d/330455817 monté sur une canne à pêche.
4/ benoit_d

14. Hooking them in through exposure to TL
culture
Food Music and dance
Sculpture
Language
Art and calligraphy
Religion and philosophy
Gestures
Festivals
Architecture Colours
Sports and games 四 八
Superstition

15. Hooking them in through exposure to TL
culture – authentic resources

16. Stimulating motivation – 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.'

17. Stimulating motivation – the CLIL approach

18. The classroom environment – promoting a
sense of achievement
High level
(difficult)
Cognitive challenge – how?
Context/content – what?
Boring, dull Interesting and
meaningful
Low level
(easy)

19. Helping learners to help themselves - equipping learners
with the strategies to be successful language learners
Some Examples
• Indentifying patterns in language and making connections
• Memorisation techniques
• Using knowledge of mother tongue or another language
• Using reference materials e.g. dictionary skills
• Taking notes
• Reading out aloud e.g. knowledge of phonics
• Working out meaning by using previous knowledge
• Evaluating and improving on their performance
Increased learner autonomy
Increased intrinsic motivation

20. The role of the teacher in stimulating and
maintaining motivation
• Conveys enthusiasm for
language and learning it to
learners
• Conveys positive attitudes
towards the TL country
(countries)
• Maintains a good learning
environment
• Creates a supportive,
collaborative learning
environment (importance of
good relationships)

21. Role of the teacher….
• Gets to know the learner as
an individual
• Reduces anxiety of the
learner
• Sets standards for
behaviour
• Ensures the learner
experiences success
….but above all boosts
learners’ confidence……

22. Maintains motivation – building learner confidence
Confidence has a strong link
with motivation. Motivation
comes from reasonable hope of
success. The more confident
you are, the more you are able
to hope for success and the
more motivated you will be.
Promoting Positive Thinking Build
children’s self esteem, confidence and
optimism: Glynis Hannell Fulton
publishers 2004 (page 20)

23. Building confidence in speaking
• Encouragement and empathy
• Practice
• Pairwork
• Information gap
• Guessing
• Games
• Mini cards
• ICT - voki/audacity
• Phonics

24. Building confidence in listening
• Pre- task activities –
prediction/vocab work
• Give the transcript
• Dictation
• Slow the audio recording
down
• Teach phonics
• Use songs
• Use videos
• Encourage independent
listening work

25. Building confidence in writing
• Give them the tools –grammar
and dictionary skills
• Picture stimuli
• Brainstorming and mind mapping
• Set clear success criteria
• Encourage self and peer
assessment
• Use ICT
• Modelling
• Sentence building

26. Le weekend J’adore avec …..
Le samedi J’aime mes copains
Pendant la récré Je J’aime assez bien mon frère
Après l’école J’aime Je n’aime pas ma soeur
Le soir J’aime jouer Je déteste mes parents
J’aime jouer au foot mais
et
Le weekend j’aime jouer au foot quand
Le weekend j’aime jouer au foot avec mes copains
Le weekend j’aime jouer au foot avec mes copains sur le terrain de sport
Le weekend j’aime jouer au foot avec mes copains sur le terrain de sport et……
sur le terrain de sport lire….. faire…..
à la cantine faire ….. du sport parce que c’est/ce
au centre sportif écouter…. des courses n’est pas….
en ville regarder…. de la natation intéressant
aller…… génial
au basketball il pleut
jouer…. ennuyeux
au tennis il y a du soleil super
au rugby il fait froid fantastique
au badminton

27. Building confidence in reading
• Pre- task activities – prediction/vocab work
• Use pictures/headline as clues to predict
content
• Use highlighters
• Break text down
• High frequency vocabulary and tenses
• Skills of skimming and scanning
• Dictionary skills

28. Beibei Dans l’art traditionnel chinois, les représentations de poisson et d’eau
symbolisent lale cerf-volant – kite
prospérité. Ses cheveux bouclés rappellent les vagues stylisées des
peintures traditionnelles chinoises. Beibei est forte en sports aquatiques et reflète
l’anneau olympique bleu. – forest
la forêt
Jingjing Jingjing, le panda, strong le souhait de bonheur. Les fleurs de lotus qui
fort(e) – transmet
encadrent sonentrelacé – interlinked
visage sont inspirées des peintures sur porcelaine de la dynastie des
Song (960-1234 après J.-C.). Elles symbolisent la forêt luxuriante et les relations
égal (e) – equal
harmonieuses entre l’homme et la nature. Athlète réputé pour sa puissance, Jingjing
bouclé – wavy
représente l’anneau olympique noir.
bonheur - happiness
Huanhuan Parmi les mascottes, Huanhuan est le grand frère et incarne l’esprit
olympique. Enfant de feu, il symbolise la Flamme olympique et la passion du sport.
Huanhuan excelle dans mascotte de ballon et représente l’anneau olympique
tous les jeux symbole couleur sport
rouge.
Bei BeiL’antilope tibétaine est une espèce protégée du plateau Qinghai-Tibet.
Yingying (f)
Jing Jing la conception des Jeux verts. Fort en athlétisme, Yingying représente
Yingying reflète
l’anneau olympique jaune.
Huan Huan (m)
Nini Le cerf-volant est une activité particulièrement appréciée par les enfants de
Ying Une de ses formes traditionnelles est l’hirondelle aux ailes dorées. Nini
Pékin. Ying
Ni Ni (f) la chance. Elle est forte en gymnastique et représente l’anneau olympique
symbolise
vert.

29. Yingying L’antilope
tibétaine est une
espèce protégée du
plateau Qinghai-
Tibet. Yingying
reflète la conception
des Jeux verts. Fort
en athlétisme,
Yingying représente
l’anneau olympique
jaune.

30. 1. From left to right A. Une espèce
2. Traditional Chinese protégée
art B. Symbolise la chance
3. A protected species C. L’art traditionnel
4. Symbolises luck chinois
5. The swallow with D. Des peintures
golden wings traditionnelles
6. Traditional Chinese chinoises
paintings E. De gauche à droite
F. L’hirondelle aux ailes
dorées

31. C D E
A B
F P Q
G J
I
R S
H T
K L M N O
Bei Bei Jing Jing Huan Huan Ying Ying Ni Ni

32. 1 2
B D
3 4
E 5
C
A
1B 4D
2E 5A 3C

33. • la forêt
• l’hôpital
• la crête
• honnête
• intérêt
• arrêter
• plâtre
• l’hôtel
Knowledge about language
Language Learning strategies

34. Maintaining motivation – active learning
Not just physical movement…..……….

35. compose, construct, create, design, develop,
integrate, invent, make, organize, perform, plan,
produce, propose, rewrite
appraise, argue, assess, choose, conclude, critic,
decide, evaluate, judge, justify, predict, prioritize, Creating
prove, rank, rate, select,
analyze, characterize, classify, compare, contrast, Evaluating
debate, deduce, diagram, differentiate,
discriminate, distinguish, examine, outline, relate,
research, separate Analysing
apply, change, choose, compute, dramatize,
interview, prepare, produce, role-play, select,
show, transfer, use Applying
conclude, demonstrate, discuss, explain,
generalize, identify, illustrate, interpret, Understanding
paraphrase, predict, report, restate, review,
summarize, tell
count, define, describe, draw, find, identify, label, Remembering
list, match, name, quote, recall, recite, sequence,
tell, write

36. Variety – a key to maintaining motivation

37. Maintaining motivation – using ICT

38. Maintaining motivation -
Are we nearly there yet?

39. Identifying goals – how realistic are they?
• Short term goals contribute
towards a sense of
achievement
• Long term goals relate to the
motivation for learning the
target language
• Strategy - learners draw up
achievable goals – and how
they aim to achieve them
together with the time frame
• Be SMART

40. Maintaining motivation – effective feedback and
assessment
• Constructive feedback
• Encourage self and peer assessment
• Clear learning objectives
• Transparent assessment criteria
• Celebrate success

41. 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

42. Maintaining motivation - when the going gets
tough….

43. To sum up:
http://www.flickr.com/photos/visualogist/3202396970/
• Compelling content – challenge - confidence
• Real experience
• Enjoyment
• Active learning – appropriate level
• Targets and terrific teaching
• Independent learning
• Variety
• Enthusiasm

44. lizfotheringham1@yahoo.co.uk
http://lizfotheringham.wordpress.com