Motivation & Language Learning Promoting Techniques to Raise Student Motivation in the Language Learning Classroom John Kotnarowski English Language Fellow Moscow, Russia (2014-15)

How do we learn?

Teaching & Motivation “You cannot teach a man anything. You can only help him find it within himself.”

dfd

Galileo Galilei (1564-1642)

Teaching & Motivation “The object of teaching…is to enable [a student] to get along without a teacher.” Elbert Hubbard (1856-1915)

Teaching & Motivation “I never teach my pupils. I only attempt to provide the conditions in which they can learn.”

dfd

Albert Einstein (1879-1955)

Teaching & Motivation “The average teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.”

dfd

William Arthur Ward (1921-1994)

Teacher Roles in the Language Classroom Classroom Manager

Planner

Student Assessment Specialist

Leader

Subject Expert

Guide

Problem Solver

Teacher

Material Creator

Teacher Roles: Facilitator & Guide —  No teacher can ever hope to share all his/her experience with even the most gifted pupil.

“Education is the kindling of a flame, not the filling of a vessel.”

—  It is impossible to “teach” all there is to know about a given subject (especially when it is something as complicated). —  But we can help students develop the skills they need to “own” their learning

Socrates

Another Role: Motivator If we accept Socrates’ view, we must give students a reason to care for and kindle their own fire for learning… This requires us, as language teachers, to be MOTIVATORS

Two Types of Motivation (Noels et al., 2000; Vansteenkiste et al., 2006)

Intrinsic (From within)

Extrinsic (External)

An individual performs an activity of his/her own volition (it is their choice to initiate/engage in the activity)

An individual’s decision-making occurs within an externally imposed structure like:

Characterized by high levels of enjoyment stemming from: —  Mental Stimulation —  Self-Accomplishment —  Knowledge (learning as an end in itself) —  High degree of learner autonomy in decision-making process (selfdetermined decisions).

—  A job mandate (salary concerns) —  Professional expectations —  Educational structures (exams/ required courses/deadlines) Overall enjoyment is lower due to constrained autonomy of choice (choices are perceived as not selfdetermined)

Fostering Intrinsic Motivation Enjoyment (is it fun?)

Autonomy (learner control)

Interest

Intrinsic Motivation

Inherent Satisfaction

Competence (proficiency)

Motivation & Language Learning Factors that Influence Learner Motivation (Ortega, 2009)

1

Integrativeness

2

Learner Attitude Towards L2 & its Speakers

3

Reason for Learning L2

4

Social Support

5

Instructional Environment

6

Learner Self-Confidence

Factors Influencing Motivation 1

Integrativeness

2

(Gardner, 2001)

1.  Is the learner interested in language learning? 2.  Is the learner interested in learning English? 3.  Does the learner identify with any of the cultures from which English emanates? 4.  Is the learner trying to integrate?

Learner Attitudes (Ortega, 2009; Gardner et al., 1999)

1.  Does the learner like (language) learning? And/or the L2 and its culture? 3

Orientations

(Ortega, 2009; Clément & Kruidenier, 1983)

1.  What are the learners’ reasons for learning? Are they: instrumental, knowledge, travel, making relationships?

Factors Influencing Motivation 4

Social Support (Ortega, 2009)

Does the learner have support from his/her family and/or friends? Is there in-class encouragement?

5

Instructional Context

The degree to which a learner receives the necessary instructional guidance to facilitate/expedite the learning process (quality instructional methodologies implemented by competent instructors)

6

Learner Self-Confidence (Ortega, 2009; Clément & Kruidenier, 1983)

The degree to which a learner believes in his/her ability to be a successful language learner

Which of these factors can we influence? Factor

Can it be influenced through classroom instruction?

Integrativeness

To a lesser extent, but is more difficult than other factors

Learner Attitudes

Yes

Orientation

Occasionally (depending on the learner’s reason for learning the L2).

Social Support

Yes

Instructional Context Absolutely! Learner SelfConfidence

Yes (both directly and in the sense that learner selfconfidence is directly influenced by all of the previous factors).

How do we motivate our students? …and how do we get our students to motivate themselves?

Positive Extrinsic Motivation 1). Embodying traditional positive characteristics of effective teachers… ü  Be positive ü  Be available ü  Be (inexhaustibly) patient ü  Encourage ü  Be inductive ü  Use humor ü  Use positive, extrinsic motivators (prizes) ü  Share your passions with your students

Positive Extrinsic Motivation 2). Fostering a safe, nurturing class environment… ü  As the teacher, work to earn the students respect, but demand that they respect one another as classmates ü  Encourage questions ü  Make mistakes (and encourage your students to make mistakes!) ü  Encourage students to take risks with their language (to try new things) ü  Give positive, constructive feedback (one good thing, one thing to improve on and a way to improve in that area)

Greater learner enjoyment Students grow to manage their own progress

Greater tendency to take risks

More risks = more chances to learn from mistakes

Use English & Be Communicative 3). Especially in the EFL context, try and use English as much as possible in class ü Making mistakes is easier in a supportive environment ü You can provide feedback (something that most learners will not get via “real world” interactions) ü Your class might be the only way for students to consistently be exposed to and use the language ü Expose your students to native speakers and authentic language (news casts, podcasts, invited speakers, pen pals, Skype chats, language exchanges, etc).

Positive Extrinsic Motivation 4). Give your lessons consistent structure Structure Suggestions ü  Base your goals for each class on objectives (and start each class by explaining the objectives so students understand the purpose of the class). Make it easy for students to understand the point of the class! ü  Students will be able to… ü  End each class with a chance for students to demonstrate their understanding

Example Objectives Students will be able to… 1.  Conjugate verbs in the present perfect tense 2.  Correctly use the present perfect tense (with ‘for’ and ‘since’ 3.  Understand the difference between the present perfect and simple past tenses

Scaffolding: Making Learning Easier

Fostering Growth of Intrinsic Motivation 4). Give students the opportunity to use the language by themselves, outside of class… Resource Name

Description & Link

NPR

National Public Radio (radio news in English) Link: http://www.npr.org/

Voice of America

World News (with videos, audio and text) Link: http://www.voanews.com/

Breaking News English

Podcasts on current events (complete with lesson plans) Link: http://www.breakingnewsenglish.com/

American English

Excellent teacher and learner resources from the US Dept. of State Link: http://americanenglish.state.gov/

Lang-8

Virtual pen pals and concurrent, student-centered (and led) language learning Link: http://lang-8.com/

An Example from My Class My course website: http://faw-misis.blogspot.ru/

Don’t forget about “Social Media”!

Setting Meaningful Goals 5). Remind students about the ways they can personally and/or professionally benefit from learning English ü  Access to information (in general and, especially, in scientific fields) ü  Professional marketability ü  Eligibility for participation in language exchange programs

Takeaway Points In the case of English language learning, we can motivate students in a lot of different ways… —  Creating a safe and positive classroom environment where mistakes and experimentation are viewed positively and where the English is used as often as possible —  Providing clear, focused and consistent structure to help students concentrate on the material (and not be distracted by the presentation) —  Give them a model of “best practices to copy in their own, out of class exploration —  Giving students tools and opportunities to continue exploring on their own outside of class —  Providing a good model and encouraging students to explore as much as they can outside of class

Any Questions?

Thank you! Questions and/or comments can be sent to me via email at: [email protected]

Attributions Albert Einstein. [Photograph]. Retrieved from: http:// interestingengineering.com/wp-content/uploads/2013/06/ adult.jpg Clément, R., and Kruidenier, B.G. (1983) Orientations in second language acquisition: I. The effects of ethnicity, milieu and target language on their emergence. Language Learning, 33, 273-91. William Arthur Ward. [Drawing]. Retrieved from: https://d.gr-assets.com/ authors/1249820853p5/416931.jpg Elbert Hubbard. [Drawing]. Retrieved from: http://upload.wikimedia.org/ wikipedia/commons/8/82 Elbert_Hubbard_Project_Gutenberg_eText_12933.jpg Galileo Galilei. [Etching]. Retrieved from: http://todayinsci.com/G/ Galilei_Galileo/GalileiGalileo-FamousMenOfScience300px.jpg

Attributions Gardner, R.C. (1985) Social psychology and second language learning: the roles of attitude and motivation. London: Edward Arnold. Garnder, R.C. (1985) Integrative motivation and second language acquisition. In Z. Dörnyei and R. Schmidt (eds), Motivation and second language acquisition (pp. 1-19). Honolulu, HI: National Foreign Language Resource Center. Gardner, R.C., and Lambert, W.C. (1972) Attitudes and motivation in second language learning. Rowley, MA: Newbury House. Noels, K.A., Pelletier, L., Clément, R., and Vallerand, R. (2000) Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50, 57-85.

Attributions Ortega, L. (2009) Understanding second language acquisition. New York, NY: Routledge. Ryan. R.M. & Deci, E.L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25: 54-67. Retrieved from: http://motivationproject.wikispaces.com/Humanistic+Theories+of+Motivation University of Cambridge. (2012). English: The world language. Retrieved from: https://blogs.jobs.ac.uk/tefl-journey/files/2012/02/EnglishThe-World-Language-Infographic-copy.png Vansteenkiste, M., Lens, W., Deci, E.L. (2006) Intrinsic versus extrinsic goal contents in self-determination theory: another look at the quality of academic motivation. Educational Psychologist, 41, 19-31.

Disclaimer As an English Language Fellow, I am asked to disclaim that this presentation is not an official US Department of State presentation. The views and information presented are of the author as a private citizen and do not represent the English Language Fellows Program or the US Department of State.