MOTIVATION

1. MOTIVATION

2. Definition Of Motivation Motivation: The act or process of stimulating to action, providing an incentive or motive, especially for an act.

3. Needs underlying the concept of motivation • Six needs that underlie the construct of motivation have been identified: • The need for exploration • The need for manipulation • The need for activity • The need for stimulation • The need for knowledge • The need for ego enhancement

4. Ways of Arousing Interest in Tasks Clear Goals: learners should be aware of the objectives of the task – both language learning and content. For example, a guessing game may have the language learning goal of practising questions and the content goal of guessing answers. Varied Topics and Tasks: topics and tasks should be selected carefully to be as interesting as possible; but few single types can interest everyone, so there should be a wide range of different ones over time. Visuals: it’s important for learners to have something to look at that is eye-catching and relevant to the task in hand. Tension and Challenge: games: game-like activities provide pleasurable tension and challenge through the process of attaining some ‘fun’ goal while limited by rules. The introduction of such rules (an arbitrary time limit for example) can add spice to almost any goal-oriented task.

5. Techniques of Motivation Entertainment Play Acting Information Gap Personalization Open-ended Cues

6. Entertainment: entertainment produces enjoyment which in its turn adds motivation. Entertainment can be teacher-produced (jokes, stories, perhaps songs, dramatic presentation) or recorded (movies, video clips, television documentaries). • Play Acting: role play and simulations that use the imagination and take learners out of themselves can be excellent; though some people are inhibited and may find such activities intimidating at first. • Personalization: learners are more likely to be interested in tasks that have to do with them themselves: their own or each other’s opinions, tastes, experiences, suggestions. • Open-ended Cues: a cue which invites a number of possible responses is usually much more stimulating than one with only one right answer: participants’ contributions are unpredictable and are more likely to be interesting, original or humorous.

7. Characteristics of motivated learners

8. a. Positive task orientation: The learner is willing to tackle tasks and challenges, and has confidence in his/her success. • b. Ego-involvement: The learner finds it important to succeed in learning in order to maintain and to promote his/her own (positive) self-image. • c. Need for achievement: The learner has a need to achieve, to overcome difficulties and succeed in what s/he intends to do. • d. High aspirations: The learner is ambitious, goes for demanding challenges, high proficiency, top grades. • e. Goal orientation: The learner is very aware of the goals of learning, or of specific learning activities, and directs his/her efforts towards achieving them. • f. Perseverance: The learner constantly spends much effort in learning, and is not discouraged by obstacles or apparent lack of progress. • g. Tolerance of ambiguity: The learner is not disturbed or frustrated by situations involving a temporary lack of understanding or confusion; s/he can live with these patiently, in confidence that understanding will come later.

9. Suggestions for Teaching in Your Classroom: Motivating Students to Learn • 1. Use behavioral techniques to help students exert themselves and work toward remote goals. • 2. Make sure that students know what they are to do, how to proceed, and how to determine when they have achieved goals. • 3. Do everything possible to satisfy deficiency needs - physiological, safety, belongingness, and esteem. a. Accommodate the instructional program to the physiological needs of your students. b. Make your room physically and psychologically safe. c. Show your students that you take an interest in them and that they belong in your classroom. d. Arrange learning experiences so that all students can gain at least a degree of esteem.

10. 4. Enhance the attractions and minimize the dangers of growth choices. • 5. Direct learning experiences toward feelings of success in an effort to encourage an orientation toward achievement, a positive self-concept, and a strong sense of self-efficacy. a. Make use of objectives that are challenging but attainable and, when appropriate, that involve student input. b. Provide knowledge of results by emphasizing the positive. • 6. Try to encourage the development of need achievement, self-confidence, and self-direction in students who need these qualities. a. Use achievement-motivation training techniques. b. Use cooperative-learning methods. • 7. Try to make learning interesting by emphasizing activity, investigation, adventure, social interaction, and usefulness

11. Positive Reinforcements Wow, way to go! Super! Great job! Neat! Outstanding! Nice work! Excellent! Dynamite! Well done! Magnificent! Cool! All…right! Classy! Terrific choice! Far out! You’re on target! Bravo! Super! Grand!

12. POSSIBLE TASKS

13. Task 1: At the zoo

14. panda monkey

15. giraffe zebra

16. tiger lion

17. camel Ostrich

18. Task 4.1: Communication technology. How many ways can you think of to get news to other places? Work in a small group, look at the picture and brainstorm your ideas. letter newspaper Task 4.2: film The words you know. What wards do you know that connect with each idea from exercise 4.1? Make a word map around your ideas. envelope stamp post address Getting the news Letter

19. Task 3: Look at the diagram of the human brain. Logical left Creative right Words Music Number Colour Logic Space Sequence Images Analysis Dreams Read about the brain and complete the gaps in the text with the relative clauses a—f. a ... which is responsible for music and colour... d ... who watch children's development... b ... who have studied babies' brains ... e ... which is responsible for number and logic …. c ... which has two hemispheres or parts ... f ... who talk to boys and girls in different ways Some scientists , who have studied babies’ brains, say they have found differences between boys and girls. They say the brain, …, develops differently in boys and girls. They say the left side of the brain, …, develops earlier in girls. The right side of the brain, …, develops earlier in boys. Other scientists, …, say that children learn these differences from other people. They say that adults, …, 'teach' children to be different.

20. Task 2: Questionnaire part I:Memory 1What things do you find it easy to remember? What things do you find it difficult to remember? 2 What helps you to remember, do you think?(Tick the techniques you have tried.) I study for a short time every day. I look back at my work every few days. I try to remember every evening all the things I learned that day. Something else: 3 Which techniques have you tried to help youremember words? (You can tick more than one.) I make notes. I record the words on a cassette. I put the new words into a story or song. I make a picture with all the new words. I tell someone else about the things I've learned. I write words/ sentences on pieces of paper and stick them on the wall. I say words to myself while I am waiting somewhere. Something else: 4 Do the techniques you have tried work well? Always. Usually, Sometimes. Almost never. Why?

21. part 2: Reading 1 Do you like reading in English? Yes, a lot. I it's OK. No, I don't like it Why? 2 When you read something in English, do you: read the titles first and think about them? look at the pictures first? read every word? read the first sentence of each paragraph and then read the whole text? do something else? 5 While you are reading in English, do you: look up all the new words in a dictionary immediately? write down all the new words and look them up later? guess some of them and write down the others? ignore the words you don't understand? do something else? 4 When you have finished reading somethingin English, do you: write down all the new words in a Vocabulary Record? read it again to check your understanding? ask yourself questions about the text? ~ read it again as fast as you can just for fun? do something else?

22. References: 1. www.college.cengage.com 2. www.speechmastery.com 3.www.teachinggandlearningtameside.net 4. www.docstoc.com 5. English Communication: fourth year university students/ compiled by ANNAMARIE. – K., 2004. 6. Cambridge English For School: student's book three/Cambridge 2000