Motivation and SLA

The role of teaching methods and teaching materials in maintaining intrinsic motivation

Thesis Statement
While most teachers view extrinsic motivation important in learning languages, many teachers, like me, strongly believe that teaching approaches and teaching tasks optimize SLA (Second Language Acquisition). purpose: To answer the question made by many teachers that "How to be more effective in maintaining intrinsic motivation in L2 acquisition?"

What is motvation?
Internal state that arouses, directs, and maintains behaviour. Extrinsic o You are motivated to do the activity because you are trying to avoid or earn something located externally Intrinsic o You are motivated to do the activity because you find the activity or the end goal rewarding.

Approaches to Motivation
Behavioural o Reward (verbal praise, grade) o Incentive (You do this and you get that, attitude) Sociocultural o Emphasizes participation in communities of practice o Authentic tasks carry high values

Approaches to SLT/ SLA

Audiolingulal (Army Method) American intensive English courses during World War II. Aural/oral skills Mimicry& memorization of grammar patterns Repetition/ correct habit formation (error free utterances)

Approaches to SLT/ SLA Cont.

Communicative (CLT) Expression of meaning Interaction& communication Meaningful tasks Tasks reflect learners needs and functional skills Inductive teaching& self discovery as well as analytical thinking

Advant. VS. Disadvant. Of Motivation

Advts. Of Intrinsic: Students typically learn more and are more productive when they are intrinsically motivated (Ormrod, 2008) Minimal cost to educators in comparison with the rewards often given as extrinsic motivators (Habib, 2008) children who had fewer extrinsic rewards were more generous than students who were often given extrinsic rewards

Continued
Disadvts. Of Extrinsic: Their effect wears of easily (Woolfolk, 2008) Undermines intrinsic motivation (Habib, 2008) Can be seen as a bribe

How to Create Intrinsic Motivation

Implement cooperative learning (cohesively bonded, they are safe and their voices are respected, gain autonomy and share responsibility) (Halliwell, p. 6) (Scrivener, p. 83) Create a secure, non-threatening environment Before planning lessons, try to know more about students needs, expectations attitudes and learning preferences& styles. This helps them to develop their own interest in the language and learning process. (Moon, 2005, p. 20)(Thompson, 2007, p. 240)(Reid, 2007, p. 40)(Dornyei, p. 51)