Two tasks

1. Two tasks Task One: Motivation and language strategy use Task Two: Plan an SBI lesson

2. Motivation & strategy use WEN, Qiufang The National Research Center for Foreign Language Education, BFSU

3. Topics to be addressed • The relation between motivation and strategy use • Major L2 motivation theories • Dörneyei’s process model of L2 motivation • Dörneyei’s motivational framework • Student demotivation

4. Topic One • The relation between motivation and strategy use

5. Common assumptions • The autonomous learners must be motivated learners. • Good language strategy users must be motivated learners

6. Research findings • Motivation is a precondition for language strategy use. • Good strategy use may enhance motivation

7. Topics to be addressed today • The relation between motivation and strategy use • Major L2 motivation theories • Dörneyei’s process model of L2 motivation • Dörneyei’s motivational framework • Student demotivation

8. Major L2 motivation theories • Gardner’s theory • Dörneyei’s theory

9. The meaning of ‘motivation • Concerns the direction and magnitude of human behavior • Why people decide to do something • How long they are willing to sustain the activity • How hard they are going to pursue it

10. Gardner’s motivation theory (1972) • Motivational intensity • Desire to learn the language • Attitudes towards learning the language • Attitude/Motivation Test Battery

11. Two types of motivation • Integrative motivation • Instrumental motivation

12. Dörneyei’s process model of L2 motivation (2000) • Action sequence • Motivational influence

13. Advantages • Dynamic • Closely link with language teaching classroom

14. Topics to be addressed today • The relation between motivation and strategy use • Motivation theories • Dörneyei’s process model of L2 motivation • Dörneyei’s motivational framework • Student demotivation

15. Topic Three Dörneyei’s process model of L2 motivation

16. Action sequence • Preactional phase • Action phase • Postactional phase

17. I. Preactional phase • Choice motivation that precedes the launching of action • Goal setting • Intention formation • The initiation of intention enactment

18. Goal setting • Wishes & hopes • Desires • Opportunities

19. Intention formation • Intention • Commitment • A manageable action plan • Action schemata • The time frame

20. The initiation of intention enactment • Two necessary conditions • Necessary means and resources • The start condition

21. II. Actional phase • Subtask generation & implementation • A complex ongoing appraisal process • The application of a variety of action control mechanisms

22. III. Postactional phase • Causal attributions • Internal standards & the repertoire of action-specific strategies

23. Motivational influences on the different action phases • Motivational influences on • Goal setting • Intention formation • The initiation of intention enactment • Actions • Postactional evaluation

24. Topics to be addressed today • The relation between motivation and strategy use • Motivation theories • Dörneyei’s process model of L2 motivation • Dörneyei’s motivational framework • Student demotivation

25. Topic Four • Dörnyei’s motivational framework • Call for education-friendly motivation research

26. Dörnyei’s motivational framework • Language level • Learner level • Learning situation level (Dörnyei, 1994)

27. Why? • Design a comprehensive construct • Synthesise various lines of research

28. Advantage (1) • Three levels coincide with the three basic constituents of the L2 learning process • The target language • The language learner • The language-learning process

29. Advantage (2) • Reflect three different aspects of language: • The social dimension • The personal dimension • The educational subject-matter dimension

30. Language level • Integrative motivational subsystem • instrumental motivational subsystem

31. Learner level • Need for achievement • Self-confidence • Language use anxiety • Perceived L2 competence • Causal attribution

32. Learning situation level • Course-specific motivational components • Teacher-specific motivational components • Group-specific components

33. Course-specific motivational components • Interest (in the course) • Relevance (of the course to one’s needs) • Expectancy (of success) • Satisfaction (one has in the outcome)

34. Teacher-specific motivational components • Affliative motive (to please the teacher) • Authority type (controlling vs. autonomy supporting) • Direct socialization of motivation • Modeling • Task presentation • Feedback

35. Group-specific components • Goal-orientedness • Norm and reward system • Group cohesiveness • Classroom goal structure (cooperative, competitive or individualistic)

36. How to motivate the students? • Creating the basic motivational conditions • Generating student motivation • Maintaining and protecting motivation • Encouraging positive self-evaluation

37. Creating the basic motivational conditions • Appropriate teacher behaviors & a good relation with the students • A pleasant and supportive classroom atmosphere • A cohesive learner group with appropriate group norms

38. Appropriate teacher behaviors & a good relation with the students • Socializing and shaping the motivation of the students • Personal characteristics • Verbal & non-verbal ‘immediacy’ behavior • Active motivational socializing behavior • Classroom management practices

39. A pleasant and supportive classroom atmosphere • Having ample opportunities to learn • Steady encouragement • No humiliation when they make mistakes

40. A cohesive learner group with appropriate group norms • Developing norm system that governs group behavior • Having an explicit norm building procedure • Discussing it in the whole group • Having a mutually accepted set of ‘class values’ • Specifying the consequences for violation

41. Generating student motivation • Enhancing the learners’ language-related values and attitudes • Making the curriculum relevant for the learners • Creating realistic learner beliefs

42. Enhancing the learners’ language-related values and attitudes • The intrinsic value of L2 learning • Arouse the students’ curiosity and attention • Arouse the general interest in ‘foreignness’ and foreign languages • The extrinsic value of L2 learning • Reiterate the role the L2 plays in the world & its potential usefulness

43. Making the curriculum relevant for the learners • Find out the students’ goals and the topics they want to learn • Build these into the curriculum as much as possible

44. Creating realistic learner beliefs • Rectify unrealistic beliefs about how much progress to expect • Sort out some far-fetched expectations • Get rid of the preconceived notions and prejudices

45. Maintaining and protecting motivation • Setting ‘proximal subgoals’ • Improving the quality of the learning experience • Increasing the learner’s self-confidence • Foster learner autonomy

46. Setting ‘proximal subgoals’ • Goals clear and specific • Goals challenging but not far beyond their abilities • Providing feedback increasing students’ self-efficacy

47. Improving the quality of the learning experience • Increasing the intrinsic enjoyment of participating in learning tasks • Enhancing the learners’ social image

48. Increasing the learners self-confidence • Foster the belief that the students’ competence is changeable and controllable • Emphasize what learners can do rather than cannot do • Give frequent verbal encouragement • Reduce classroom anxiety

49. Topics to be addressed today • The relation between motivation and strategy use • Motivation theories • Dörneyei’s process model of L2 motivation • Dörneyei’s motivational framework • Student demotivation

50. IV. Student demotivation • What is demotivation? • Various negative influences that cancel out existing motivation(p.142) • A demotivated learner • A demotive