| Rod Ellis defines motivation as referring to "the efforts | | | | that such learners are accustomed to experiencing |
| which learners put into learning an L2 as a result of | | | | failure, hence, the teacher's task is to help them |
| their need or desire to learn" (1995). | | | | experience success. |
| The two main types of motivation, intrinsic and | | | | Here are some strategies and tips that may motivate |
| extrinsic, can affect the learning process. Intrinsic | | | | students and stimulate them to learn. |
| motivation is task motivation that derives from an | | | | - Provide a supportive environment and establish a |
| inherent interest in the learning tasks while extrinsic | | | | trusting bond. "Motivation is the feeling nurtured primarily |
| motivation refers to the external influences that affect | | | | by the teacher in the learning situation" (Ellis, 1994). |
| the strength of learner's motivation such as that which | | | | Greet your students, interact with them, indicate a |
| comes from teachers and parents. | | | | personal concern about them as individuals. |
| While some students have their own intrinsic motivation | | | | - Cater levels of activity to students' level - try and |
| or external motivation, other students need to be | | | | make sure that the learning tasks pose a reasonable |
| motivated to learn. There are many things that you | | | | challenge to the students - neither too difficult nor too |
| can do as a teacher in order to motivate students to | | | | easy. |
| learn. These strategies are based on various articles I | | | | - Help students recognize links between effort |
| have read below. | | | | outcome - learning is a long term plan of effort and |
| Students are more likely to want to learn when they | | | | investment. |
| appreciate the value of the classroom activities, and | | | | - Break down learning steps into digestable pieces. |
| when they believe that they will succeed if they apply | | | | - Minimize student's performance anxiety during |
| reasonable effort. Hence, "student motivation to learn is | | | | learning activities. |
| an acquired competence developed through general | | | | Articles on Motivating Students |
| experiences but stimulated most directly through | | | | Brophy, J. Synthesis of Research for Motivating |
| modeling, communication of expectations, and direct | | | | Students to Learn. Educational Leadership, Oct. 1987. |
| instruction or socialization by significant others - | | | | p.40-48. (article summary) |
| especially teachers and parents" (Brophy, p.40) When | | | | Ellis, R. (1994) The Study of Second Language |
| it comes to lower performing learners, teachers realize | | | | Acquisition. Oxford: Oxford University Press. |