1. “Motivation: what it means, where
it comes from and how it can be
sustained.”
MATE Middle School Conference,
Tiznit, May 4-6, 2012.
Abdellatif Zoubair
Email: abdellatif.zoubair@gmail.com
Web: www.zoubaireltcommunity.ac.ma
MATE Mid Sc Conf,Tiznit
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2. Outline
1. Define the concept of motivation
2. State the main features underlying
motivation
3. Explain how some potential factors impact
motivation
4. Discuss possible ways of sustaining
motivation
5. Reflect on the pedagogical implications of
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3. What is it?
1. “In general, the driving . . . . . . in any
situation that leads to . . . . . ..”
2. “A combination of the learner’s . . . . . .
., desires, and willingness to expend effort in
order to learn the second language.”
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4. 3. “Some kind of internal . . . . . . . which
pushes someone to do things in order
to . . . . . . . something.”
4. “It also includes the need for the . . . . . . .
to be known and to be approved by others.”
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5. 5. “A state of . . . . . . . arousal which
provokes a decision to act, as a result of
which there is a . . . . . . . intellectual and/or
physical effort so that the person can
achieve some previously set . . . . . . ..”
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6. 1. “In general, the driving force in any situation that
leads to action.”
2. “A combination of the learner’s
attitudes, desires, and willingness to expend effort
in order to learn the second language.”
3. “Some kind of internal drive which pushes
someone to do things in order to achieve
something.”
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7. 4. “It also includes the need for the self to be
known and to be approved by others.”
5. “A state of cognitive arousal which
provokes a decision to act, as a result of
which there is a sustained intellectual and/or
physical effort so that the person can achieve
some previously set goal.”
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8. Related notions
1. An orientation: a class of reasons for
learning a language
2. Integrative orientation: a willingness to be
like valued members of the community.
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9. 3. Instrumental orientation: aims at more
practical concerns, e.g. getting a job or
passing an exam.
4. Intrinsic motivation: involves enjoyment of
learning itself
5. Extrinsic motivation: driven by external
factors such as parental pressure
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11. Contributing factors
1. The goal: clearly defined? . . .
2. The society we live in: status within the
curriculum? Associated cultural images? . . .
3. The people around us: Parents? Peers? . . .
4. Curiosity: Initial motivation crucial, but should be
sustained?
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12. Five-stage model for
sustaining motivation
1. Affect: Students’ feelings? . . .
2. Achievement: success versus failure?
3. Attitude: Do learners have confidence in the
teachers? In their professional abilities? . . .
4. Activities: Do they involve enjoyment? Do
students see the point/utility of the tasks? . . .
5. Agency: Are students involved in decision
making relating to their learning? . . .
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13. Pedagogical implications?
1. Reflect on how you can incorporate the
notions above into your teaching
practices.
2. Share your thoughts with the group.
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14. REFERENCES:
Blackburn, B. & Abbigail, A. February/March. “Motivation:
It’s All About Me.” Momentum Journal. National Catholic
Education Association.
Brown, H.,Douglas (2007) Principles of Language Learning
and Teaching. Pearson Education.
Harmer, J. The Practice of English LanguageTeaching.
Pearson Longman Fourth Edition.
Richards, Jack C. & Scmidt, R. 2010. Dictionary of
Language Teaching and Applied Linguistics. Longman.
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15. Thank you for your your attention!
N.B. Refer to slideshare
http://www.slideshare.net/Atrlogin/100-ways-to-motivate-yourself1
http://www.slideshare.net/ddeubel/educational-quotes
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