Motivation in The English Classroom

Motivation in the English classroom
[1.1] How to study this unit
[1.2] What is motivation?
[1.3] Motivation in the L2 classroom
[1.4] Motivating students: motivational strategies
[1.5] Basic motivational conditions
[1.6] Generating initial motivation
[1.7] Mantaining and protecting motivation
1
UNIT
Those influences which have been
consciously exerted to achieve
some systemastic and
Motivation
Scheme
enduring possitive effect
Intensity or magnitude: the effort
UNIT 1 Pay attention to

Direction: we choose a particular and the perseverance carrying out
action to carry out this action.
Internal and external factors

Intrinsic values.
Integrative values.
Instrumental values.
Generating inicial motivation
Appropriate teacher behaviour.

Creating the basic A pleasant and supportive atmosphere in
motivational conditions the classroom.
A cohesive learner group with appropriate
Mantaining and protecting
group norms.
motivation
Vary the type of tasks.
Do the unexpected.
Advanced Didactics of the English Language
Encouraging positive
retrospective self-evaluation Focus on motivation, not only
information.
Pay attention to
1.1. How to study this unit
Please, read carefully the following key ideas, watch the lessons and make sure you
have a look at the recommended articles and web pages. If you have any doubt, dont
hesitate to ask the teacher!
1.2. What is motivation?
Motivation is not an easy concept to define. Although we can easily describe what a
motivated or unmotivated student is and how he/she acts, motivation is a much more
complex concept to describe. This term is usually used to describe successful and
unsuccessful learners. We cannot deny that leaners enthusiasm and perseverance
towards a subject are going to be essential to determine his/her success or failure.
Motivated learners can reach a good level of English or any other foreign or second
language regardless other important factors such as their aptitude to learn languages.
Therefore, attitude towards the language can be, in some cases, even more important
than aptitude.
Motivation is an abstract concept we use to refer

to the reasons why people act as they do. The results
we get from our actions are closely linked to the reasons
why we behave in a particular way. But motivation, apart
from being difficult to define, contains lots of different
motives that might have nothing in common except that
they influence the way we behave or face the language
learning process. Motivation contains a wide range of
other motives. For example, when someone is motivated
to learn a foreign language- is enthusiastic and committed,
studies hard and is perseverant-, it might be because
he/she wants to have a raise in salary, wants to travel abroad, loves the culture, etc.
These motives can go from very basic physical needs (hunger, temperature, etc.),
through other well being needs (money issues) or higher beliefs and values.

Drney, in his book Motivational Strategies in the Language Classroom, (2001) states
that when someone has made a great progress in class we usually say that this is
because he/she is motivated, without reflecting on the factors that have contributed to
this positive attitude towards the learning. Therefore, when we talk about
motivation, we should think about the antecedents of action (2001: 6).
But where are these antecedents? Where do we have to look for them?
Drney explains that we should bear in mind that motivation has two basic dimensions:
Direction: we choose a particular action to carry out.

Intensity or magnitude: the effort and the perseverance carrying out this action.
In other words: motivation refers to why someone decides to carry out an action and
the degree of implication he/she has with its development and how long they will
sustain this interest.
We should bear in mind that the different motives that make someone act in a
particular way depend on many different aspects, and age is, of course, one of the most
important ones. Children in Primary Education might be more motivated to carry out
certain activities than those in Pre school education, and the reasons why children in
Pre school or Primary education want to have good results and learn more English can
also be different. The youngest students want to show their parents and their teachers
they are improving, they are learning new things and behaving properly.
We have to bear in mind that different schools of psychology have offered many
different views on motivation.
In the 1960s the self-actualising tendency or the desire to achieve personal growth and
was thought to be the main motivational. Maslow (1970) distinguished between five
basic types of needs:

Physiological needs must be satisfied before the rest, because they are the most basic
ones. Then safety needs (security, protection from pain, fear, etc.), love needs (affection
and acceptance), esteem needs (approval and recognisition) and finally, self-
actualisation needs.
We also have to bear in mind another theory: the cognitive approach, in which the
focus is on how the humans conscious attitudes can influence their actions. There are
many other contemporary motivation theories in psychology, but lets focus on
practical purposes, and whats more, on our particular purpose: teaching a foreign
language.
We should always bear in mind that a classroom, no matter the level or age of the
students, is a quite complex environment and pure theories which focus on only a few
motivational factors are not going to be useful to adjust to the reality we will find in
class. We cannot forget that, apart from learning a language, children are doing a lot of
other different things in the classroom and that a lot of things happens at the same time
in a classroom: children are growing up together, learning, having arguments,
discussing, making friends, etc. The complexity of what is happening inside a
classroom, as well as the complexity of what each student might be living (their
personal circumstances) should always be taken into account: we cannot explain and
analyse this complexity by using a single motivational principle, theory or activity
(Drney, 2001: 13)

1.3. Motivation in the second language classroom
Some authors defend the idea that a foreign language should not be considered just
another curriculum topic, because of the social nature of the language learning
process. When we are dealing with a foreign language, we are not just learning
vocabulary, grammar, pronunciation or intonation, we are also learning how people
communicate, interact and behave in a different c0untry, with a different language and
a different culture. Therefore, the cultural component is or should be- always linked to
the linguistic component, no matter our students level or age. In other words, in order
to learn English, we have to go into its culture and even develop an English
identity. The learning of a language is not just the learning of the different skills we
need to master to communicate with others and decode their messages. It involves an
alteration of our own identity: the adoption of new social behaviours (Marion
Williams, 1994: 77).
Douglas Brown states that learning a foreign language always entails learning a
second culture to some degree, even if you never actually set foot in the foreign country
where the language is spoken. Language and culture are bound up with each other and
interrelated. [] every person is part of a culture. And everyone uses a language to
express that culture, to operate within that tradition, and to categorise the universe. So
if youre planning to speak or write a given language, you need to understand the
culture out of which the language emerges (1989: 65).
Consequently, our desire to learn a language (our motivation) will be

unavoidably affected by our attitude and perceptions of the speakers of the
language and their culture. (Drney, 2001: 14) If our students are very young and
have not had any contact or previous knowledge of the target culture and its speakers, it
is our responsibility to present the culture of the English speaking countries as
something interesting and appealing and to reinforce a positive attitude towards the
otherness.

Lets now have a look at Williams and Burdens framework of L2 motivation, included
in Drneys Motivational Strategies in the English Classroom (2001: 20):
INTERNAL FACTORS EXTERNAL FACTORS

Intrinsic interest of activity: Significant others:
o Arousal of curiosity o Parents
o Optimal degree of challenge o Teachers
Perceived value of activity: o Peers
o Personal relevant The nature of interaction with
o Anticipated value of outcomes significant others:
o Intrinsic value attributed to the Mediated learning experiences
activity The nature and amount of
Mastery: feedback
Feeling of competence Rewards
Awareness of developing skills and The nature and amount of
mastery in a chosen area appropriate praise
Self- efficacy Punishments, sanctions
Self- content: The learning environment:
Realistic awareness of personal Comfort
strengths and weaknesses in skills Resources
required Time of day, week, year
Personal definitions and Size of class and school
judgements of success and failure The broader context:
Self-worth concern Wider family networks
Attitudes: The local education system
To language learning in general Conflicting interests
To the target language Cultural norms
To the target language community Societal expectations and attitudes
and culture
Other affective states:
Confidence
Anxiety, fear
Developmental age and gender.
As we can see, there are a lot of different factors that are going to have a direct impact
on motivation. Internal and external factors need to be taken into account during the
whole learning process, bearing in mind that the factors affecting learning a foreign

language might be different from those affecting learning any other subject and that
different ages, cultures, and gender can entail different factors. The factors included in
the chart above are general ones, but we could make them more specific if we focus only
on what learning a foreign language implies.
1.4. Motivating students: motivational strategies
There have been many studies and researches on student motivation in L2 studies and
psychology. However, we cannot forget that when talking about humans, as Drnyei
states, it is very difficult to find rules and principles which can be considered
universal for all of us (2001: 23). The motivating process is a long-term issue: that
is, we need to work on it every single day and sometimes the results are not immediate.
That is, teachers should always take into account that
teaching is as much a question of passion as it is of reason.
It is essential improve the quality of our teaching practice:
the better a teacher is, the more motivated the students
are. If you teach with passion, students will be willing to
learn passionately too.
Martin Ford (1992: 202) said that there are no magic

motivational buttons that can be pushed to make people
want to learn, work hard, and act in a responsible manner.
Similarly, no one can be directly forced to care about
something. Facilitation, not control, should be the guiding idea in attempts
to motivate humans.
We said before that it is quite complicated to define motivation. It is easier to describe

what a motivated student is than to give an appropriate definition of this concept.
Then, how can we define motivational strategies? Drnyei (2001) described them
as techniques that promote the individual goal-related behaviour. Of course, human
behaviour is something very complex to deal with, and, although we can predict some
attitudes and reactions according to certain patterns, there are many different ways to
motivate learners, as there are many different aspects which might potentially influence
our actions, even unconsciously. Therefore, when we talk about motivational strategies,
we refer to those influences which have been consciously exerted to achieve some
systematic and enduring positive effect (Drney, 2001: 28). That is to say,

motivation is a long-term issue because the effects we want to get when we motivate
our students are also long-term effects.
According to the organization provided by Drnyei in the book Motivational

Strategies in the Language Classroom, we will organize the components of
motivational teaching practice in the L2 classroom as follows (encouraging self-
evaluation will be seen when talking about assessment):
Motivational teaching practice
Generating inicial Creating the basic Maintaning and Encouraging positive

motivation: motivational conditions: protecting motivation: retrospective self-
evaluation:
Enhacing the learners L2 Appropiate teacher Making learning enjoyable.
behaviours. Promoting motivational
related values and attitudes. Presenting tasks in a
A pleasant and supportive attributions.
Increasing the learners motivating way.
atmosphere in the classroom. Providing motivational
expectancy of success. Setting specific learning goals.
A cohesive learner group with feedback.
Increasing the learners goal- Protecting the learnersself-
appropiate group norms. Increasing learner
orientedness. Making the esteem and increasing their
satisfaction.
teaching materials relevant self-confidence.
Offering rewards and grades
for the learners. Creating Allowing learners to have a
in a motivational manner.
realistic learners belief. positive social image.
Creating learners autonomy.
Promoting cooperation and
self-motivating strategies.
1.5. Basic motivational conditions
We should always bear in mind that there are some pre-conditions we should create
before we can start talking about motivational conditions in the FL or L2 classroom.
The three conditions we mentioned in the diagram before are absolutely essential to
start motivating our students are:
Appropriate teacher behaviours.

A pleasant and supportive atmosphere in the classroom.
A cohesive learner group with appropriate group norms.

Appropriate teacher behaviour
Enthusiasm is, of course, one of the most important conditions. Normally, our most
influential teachers were those who were more enthusiastic, those who loved their
subjects and were able to show their passion for the discipline they were teaching.
We have to share our personal interest in the subject we are teaching, share the reasons
why we love the L2 and the cultural aspects we are really interested in. The learning of
L2 should be seen as something meaningful in itself -not only as a mean to reach
something else- that can be fun and satisfactory.
On the other hand, it is very important to show our students we have high expectations
for what students can achieve and the progress they can make. They need to feel we
care about their improvement, their strengths and weaknesses, etc. Our expectations
about our students achievement are directly
proportional to their own expectations of success.
There are some other factors which are also essential and
depends on the teachers role:
Good relationship with students and parents.

Obviously this is a slow process, we have to make students
understand we trust them, we are honest with them and we believe in their potential.
We are not bosses, but facilitators of learning. We have to listen and pay attention what
they have to say.
A cceptance: As Drnyei says, we can accept someone without approving everything

she/he does (2001: 37). If we need to correct something someone has done or
reproach someones negative action, we have to show a non-judgemental attitude.
Availability: we all know that one of the most worrying problems teachers have is the
lack of time. However, personal contact with students can be of great importance to
solve some problems with learning and, of course, to increase motivation and a positive
attitude towards the subject.

Supportive athmosphere in the classroom
As we have previously said, we are not dealing with an easy subject to teach. In the
English lesson, children need to operate, to carry out activities and express themselves
using a code they dont master. This can make them feel insecure and afraid of risking
themselves communicating.
Students need to pay attention to a lot of different aspects at the same time:
pronunciation, intonation, grammar, vocabulary, etc; and this can be quite demanding
and stressful. That is why, a positive atmosphere is so necessary in the L2 classroom.
The classroom should be an anxiety-free zone. Here are some tips we can use:
Tolerance is absolutely essential: everyone is going to make mistakes and we

are going to learn by making and correcting them so mistakes are necessary. We
should establish norms of tolerance and encourage students to risk. Mistakes are
always a good opportunity to provide correct examples and new chances for
communication.
Humour should not be left out. We are going to make mistakes and we are
going to hear everyones mistakes, we will have to use mimic, draw pictures, use
gestures, etc; in order to express ourselves because we have a limited knowledge of
the language. Humour should be encouraged and brought into the classroom. It is
going to make the risk-taking easier.
The classroom is going to be a place where we are going to spend a lot of time. It
should be decorated according to the students taste so they feel comfortable
in it. There are many ways of doing this, including activities based on language
learning.
Cohesive group/appropriate group norms
Students motivation is normally higher when they work in cohesive class. If we want to
have a cohesive group, we have to work hard to have a strong we feeling: commitment
to the group and to each other (Drney, 2001: 43). This is not always easy, but there
are some ideas we can put into practice:
Promote interaction: we can design activities in which students need to ask for
personal information of their classmates. They need to know each other, to
cooperate with all their classmates and get used to working with everyone.

Cooperation and cohesiveness should be something to bear in mind

from the beginning: we should start the course with ice-breakers and get-to-know
you exercises.
We shouldnt focus only on group activities in which all the class participate.
It is good to include small groups activities so that they can mix and work with
different students.
Change the classroom arrangement according to the activity you want them to
carry out.
The following activities can be used as ice-breakers at the beginning of the course.
Students have to fill them with personal information and (in the second activity) any
other kind of interesting idea or comment they might like to include and the teacher
will give this description/postcard to someone else who will have to make questions to
the rest of students to guess whose his paper/card is.
All about me
My name is ____________________. I have

__________________, _________________ hair and
___________________ eyes. My nose is ______________ and
____________. My skin is _______________ and it feels
________________. My ears are _______________ and
_________________.
I like to wear ______________ clothes. Today I am wearing a
________________, ______________ shirt. It feels
_________________ and _______________. My
_______________ pants are _________________. My shoes are
________________ and _____________. My socks are
__________________ and they smell like __________________.

I, on the other hand, smell like ________________. If you

listen, my voice sounds ________________ and
__________________. My favourite thing about myself is my
______________. It is _____________ and ________________.
Thanks for getting to know me! Here is a picture that I drew of
myself. I am ___________________!
From www.abcteach.com
From www.abcteach.com
Group norms:
Obviously, the teacher has to give concrete instructions about things that
students can do and things that are completely forbidden. However, some
other might spontaneosly be developed by both teacher and students during the course.
We should formulate the basic norms explicitly and ask student to discuss them and
propose some others. It is interesting to suggest real situations and ask students to look
for the most appropriate norm to avoid certain oncoming problems. Lets summarize
some important tips to bear in mind.
It is essential to design an activity at the beginning of the school year to explain

and discuss norms. Even if our students are very young, they should be given the

opportunity to reflect on the necessity of having norms to have a better atmosphere

and to make sure everyone is happy and confortable. Have a look at the following
cards which might be used as motivational strategies to reflect on the necessity of
rules:
Imagine: Your are working in a very exciting project with two classmates but they are
always arguing and insulting each other. The atmosphere is too tense and you feel you
are neither learning nor enjoying or making progress with this work. You think you will
have a poor mark because or it.
Imagine: You have prepared a presentation for a meeting. You are very excited about it
because you had many ideas and you think it might be very interesting. Several
workmates arrive late, interrupting you while you are speaking and presenting your
suggestions.
Norms must be carefully explained and discussed. We must explain why we

consider them conductive to learning, why they must be respected and what the
consecuences are if we do not do it. We have to make sure everyone understand
them.
Students might want to include some other rules regarding behaviour or work
issues. Lets give it a try!
Norms and the consequences for not respecting them should be written
down and displayed for everyone to see them everyday.There are many ways to
regulate and correct behaviour. Lets see some examples:
Countdown I can do it
I Raised My Hand Whoops, I spoke out

1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20 11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30 21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40 31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50 41 42 43 44 45 46 47 48 49 50

My Contract:
Name:
Date:
These are my goals:

1.
2.
3.
These are my consequences if I dont meet my goals:

____________________________________
___________________________________
These are my rewards/reinforcers if I meet my goals:

_____________________________________
_____________________________________
My contract will be reviewed on__________________
Signatures: ________________________
________________________
From: http://specialed.about.com/cs/behaviordisorders/a/behaviorcontrac.htm
1.6. Generating initial motivation
According to Drney, if we want our students to have a positive attitude towards the
language and the culture, we need to focus on promoting positive language-
related values. The author also talks about three different types of values and how to
reinforce them:
Intrinsic values.
Integrative values.
Instrumental values.

Intrinsic values are associated with the students interest of the language learning
process and the activities related to it. What we have to do is to present the course as
something fun and interesting in itself, arousing their curiosity, creating an attractive
image of the learning process. Some tips:
Connect L2 activities with those students are likely to enjoy: TICs or computer-based
activities, for example, videos, use of new technologies in general, role- plays, art, PE
(physical education), etc.
Show them that learning a language is not only filling grammar exercises. Show
them that we can do many different kind of activities.
Provide examples of original and enjoyable tasks you will carry out during the
course.
The first encounter with the subject MUST be a positive experience, not a
threatening one.
Integrative values refers to the students interest in the interaction with members of
the social group represented by the target language. Therefore, we have to promote an
open-minded disposition towards the foreign language, its culture and its speakers
(Drnyei, 2001: 55). We will discuss these issues in detail later on, when talking about
cultural aspects of language learning. Some tips to promote integrative values are:
There should always be a cultural and social component in our L2 curriculum. The
texts we use, the songs we play, the posters we use to decorate the classroom are a
source of cultural information.
Using influential public people and their contribution to society and culture is a
good way to promote a positive interest in social interaction and the language
learning process. If our students are very young, they might not know these public
people, but we can introduce cartoons, traditional children stories, etc.
We must always promote contact with FL or L2 speakers and products related to the
foreign language: music, books, films, etc.
Students might enjoy carrying out their own researchs about the English language.
Webquests are a good option.
Instrumental values are related to the practical use of the language in the outside
world. In other words, the pragmatic benefits of speaking and understanding a foreign
language. Our youngest students might not be able to understand that English is a
different code of communication and that mastering it will bring them lots of different

possibilities and opportunities, so these values should be worked on in a direct way

later on. What should we do to promote instrumental values?
Provide real-life situations and activities in which students put into practice their
knowledge of L2.
Explain the role English plays nowadays, not only regarding job opportunities, but
also cultural and turistic.
1.7. Mantaining and protecting motivation
There are many things we can do to mantain motivation: from presenting tasks in a
motivating way to teach the learners how they can motivate themselves. It is not easy to
break the monotony of classroom activities and events in general, but, according to
Drney, we should always vary the type of tasks we carry out, focus on
motivation and not only on information and, of course, do the unexpected
from time to time.
On the other hand, how can we increase the attractiveness

of the tasks we design? Drney explains in his book that
we should always present tasks as something
challenging, something they are going to enjoy and
which requires some kind of effort. We must always
explain the purpose and the utility of the tasks:
students must understand why they are carrying out the
tasks and what they are obtaining from it. It is also
important to provide appropriate strategies to carry
out the task so that students are getting used to using
different kind of strategies to carry out different types of
tasks.
The content of the activities should be adapted to students interests and

personalised when possible (creating specific roles or personalised assignments for
every student, for example). Students must always feel they are active
participants so it is a good idea to select activities which requires mental or bodily
involvement.

It is also very important to set specific and realistic goals. Students should be able
to select specific and short-term goals for themselves while the teacher provides them
with regular experiences of success by providing activities with different difficulty level,
including improvement option in both tasks and tests.
We cannot leave self-confidence and self-esteem out. The opinion of teachers plays
a very important role in reinforcing our self-image and reducing anxiety when
facing the learning process. If we believe in students, students believe in themselves. It
is essential to draw learners attention to their own abilities and strengths, showing you
believe in their capacity to complete the tasks and get over their weaknesses.

Specially recommended
Be sure you read
Motivacin en el aula de lengua extranjera
In this article you can read about the influence of affective factors on motivation and
the foreign language learning process.
The article is in the virtual classroom and in the following link:

http://www.encuentrojournal.org/textos/9.3.pdf
UNIT 1 Specially recommended

+ Information
In Depth
Behavior Contracts. Who are they? How do they help?
Here you can check some useful information about how these contracts work and how
to use them/design them for a specific behavior problem in class.

http://specialed.about.com/cs/behaviordisorders/a/behavcontract.htm
Motivation I: towards a methodology of motivation
Ian Tudor makes a complete and detailed description of the role of motivation in the
learning process.

http://www.hltmag.co.uk/jan04/mart2.htm
Behavior contracts. Printable for students/children
Here you can see some ideas of contracts you can use with your students to regulate
their behaviour and help them reach their goals.

http://specialed.about.com/cs/behaviordisorders/a/behaviorcontrac.htm
UNIT 1 + Information
Webgraphy
In this web you can find different ideas and resources to use in your classroom with
your students.
http://www.ilovethatteachingidea.com/
Bibliography
DMYEI, Z. Motivational Strategies in the Language Classroom. Cambridge

University Press. Cambridge. 2001.
UNIT 1 + Information
Activities
Task: Motivating students into the lesson
Objectives: in this activity you will have the opportunity to:

Revise and apply the theoretical contents included in unit 1.
Reflect upon students expectations and interests and how the teacher can adapt to
them.
Learn how to design activities to reinforce students positive attitude towards the
english language, promoting instrumental, intrinsic and integrative values.
Methodology: read carefully unit 1. Reflect on what our students expectations might
be when they first start a new English course. Think about how you would reinforce
intrinsic, integrative and instrumental values and design JUST ONE activity in which
you promote all of them. Justify.
Activity: read the key ideas and design an activity in which you work on intrinsic,
integrative and instrumental values. Remember it is an activity for the first days of the
course. Include the following steps:
A description of the target group (number of students, age, level, special needs,
nationality, mother tongue ).
Length of time for the activity.
Teaching/Learning objectives.
Materials used (if you use songs, stories, etc, include, at least, the title).
Classroom arrangement (rows, circles, horseshoes, how the class is organized,
whether the teacher is the focus of attention or not, etc.).
Lessons procedure: explain in detail the steps you will follow, include examples of
the students expected outcomes, etc.
Length of the activity: Minimum 1-maximum 4 pages, Georgia body font size 11,5 ,
inter-line spacing 1.5, justified.
Please, be original! No ideas taken ready-made material from the internet will be
accepted.
UNIT 1 Activities
Test
1. Motivation has two basic dimension:

A. Direction and magnitude of intensity.
B. Instrumental reason to learn a language and personal aptitude.
C. Direction and personal aptitude.
2. Learning a foreign language requires...

A. Just to be able to decode meanings and express yourself in an accurate way.
B. To develop another identity and assume new social behaviours.
C. Both are correct.
3. Our desire to learn a language will be affected by our idea of the speakers of that
language.
A. True. This is linked with the integrative values.
B. False. The intrinsic values are going to be the main ones regarding motivation.
4. Intrinsic values...
A. Are linked with the interest in communicating with speakers of the other
language.
B. Are linked with the pragmatic benefits of speaking a foreign language.
C. Both are false.
5. The three basic preconditions we need to start motivating our students are...
A. A good relationship with parents, cohesive norm groups and presenting the
subject in an attractive way.
B. An appropriate environment and teacher behaviour and a cohesive group with
clear norms.
C. A good relationship with both parents and children, humour and an appropriate
school environment.
6. A cohesive group...
A. Is likely to be more motivated and have better results.
B. Is likely to have more behaviour problems.
C. Both are false.
UNIT 1 Test
7. Regarding group norms...

A. They should be clearly set up by the teacher at the beginning of the course.
B. Teacher and students should discuss and understand the norms they are about
to follow at the beginning of the course.
C. They should be discussed as the problems come up, in a practical way.
8. Motivational strategies can be defined as...

A. All those influences consciously exerted to achieve a positive effect.
B. All those influences, consciously and unconsciously exerted to achieve a positive
effect.
C. All those influences consciously exerted to achieve a positive or negative effect.
9. According to the self-actualising tendency:

A. Physiological needs must be satisfied before the rest.
B. Self actualisation needs must be satisfied before the rest.
C. Esteem needs must be satisfied before the rest.
10. When teaching English in Primary and Pre-school education:

A. The cultural component should not be included, since the students are too
young and they should focus on the linguistic component.
B. The cultural component should always be included.
C. The cultural component should be included only in Primary Education, but not
in Pre-school education.
UNIT 1 Test

Motivation in The English Classroom

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Motivation in the English classroom

[1.1] How to study this unit

[1.2] What is motivation?

[1.3] Motivation in the L2 classroom

[1.4] Motivating students: motivational strategies

[1.5] Basic motivational conditions

[1.6] Generating initial motivation

[1.7] Mantaining and protecting motivation

enduring possitive effect

Intensity or magnitude: the effort

UNIT 1 Pay attention to

Internal and external factors

Appropriate teacher behaviour.

1.1. How to study this unit

1.2. What is motivation?

Motivation is an abstract concept we use to refer

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Direction: we choose a particular action to carry out.

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1.3. Motivation in the second language classroom

Consequently, our desire to learn a language (our motivation) will be

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INTERNAL FACTORS EXTERNAL FACTORS

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1.4. Motivating students: motivational strategies

Martin Ford (1992: 202) said that there are no magic

We said before that it is quite complicated to define motivation. It is easier to describe

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According to the organization provided by Drnyei in the book Motivational

Motivational teaching practice

Generating inicial Creating the basic Maintaning and Encouraging positive

1.5. Basic motivational conditions

Appropriate teacher behaviours.

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Appropriate teacher behaviour

Good relationship with students and parents.

A cceptance: As Drnyei says, we can accept someone without approving everything

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Supportive athmosphere in the classroom

Tolerance is absolutely essential: everyone is going to make mistakes and we

Cohesive group/appropriate group norms

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Cooperation and cohesiveness should be something to bear in mind

My name is ____________________. I have

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I, on the other hand, smell like ________________. If you

It is essential to design an activity at the beginning of the school year to explain

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opportunity to reflect on the necessity of having norms to have a better atmosphere

Norms must be carefully explained and discussed. We must explain why we

I Raised My Hand Whoops, I spoke out

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These are my goals:

These are my consequences if I dont meet my goals:

These are my rewards/reinforcers if I meet my goals:

My contract will be reviewed on__________________

1.6. Generating initial motivation

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possibilities and opportunities, so these values should be worked on in a direct way

1.7. Mantaining and protecting motivation

On the other hand, how can we increase the attractiveness