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

UNIT

[1.7] Mantaining and protecting motivation

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retrospective self-evaluation

Encouraging positive

motivation

information.

Focus on motivation, not only

Do the unexpected.

Vary the type of tasks.

group norms.

A cohesive learner group with appropriate

the classroom.

motivational conditions
Mantaining and protecting

A pleasant and supportive atmosphere in

Appropriate teacher behaviour.

Intrinsic values.
Integrative values.
Instrumental values.

Creating the basic

Generating inicial motivation

this action.

and the perseverance carrying out

Internal and external factors

action to carry out

Direction: we choose a particular

enduring possitive effect

some systemastic and

Intensity or magnitude: the effort

Motivation

consciously exerted to achieve

Those influences which have been

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Scheme

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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 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. 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. All these reasons have nothing in common
except that they influence the way a student faces the language learning process. 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

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attitude towards the learning. Therefore, when we talk about motivation, we

should think about the antecedents of action. But where are these antecedents?
Where do we have to look for them?
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 have to bear in mind that different schools of psychology have offered many
different views on motivation. In the first half of the 20th century, the dominant view
upholds that motivation was determined by unconscious and even repressedinstincts. However, in the middle of the 20th century we find different proposals:
conditioning theories and behaviourist psychology studied the importance of
stimuli and how both stimuli and the responses related to them form habits. Many of
the experiments that were carried out were based on animals, but the results are still
very useful to study how humans act when a particular stimuli has been given, or the
role of reinforcement, punishment and praise work in the learning process.
In the 1960s the self-actualising tendency or the desire to achieve personal growth and
develop ones personal talents and abilities was thought to be the central motivational
source. Maslow (1970) distinguished between five basic types of needs:

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Physiological needs must be satisfied before the rest. 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 another theory: the cognitive approach, in which the focus is on how
the humans conscious attitudes can influence their actions: the transformation of
mental processes into actions, into different types of behaviour. 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 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. There are many things happening at the
same time in a classroom: children are growing up together, learning, falling in love,
having arguments, discussing, making friends, etc. The complexity of what is
happening inside a classroom should always be taken into account: we cannot explain
and analyse this complexity by using a single motivational principle.

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1.3. Motivation in the second language classroom

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 also dealing with the cultural heritage of the speakers of that
language. 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).
Douglas Brown (1989) 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.
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.

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Lets have a look at Gardners conceptualisation of integrative motive:

Integrative motive
Integrativeness:
Integrative orientation
Interest in foreign
languages
Attitudes towards L2
community

Attitudes towards the

foreign language:
Evaluation of the L2
teacher
Evaluation of the L2 course

Motivation
Desire to learn the L2
language
Motivational intensity (effort)
Attitudes towards the
learning of the L2

Lets now have a look at Williams and Burdens framework of L2 motivation:

INTERNAL FACTORS

EXTERNAL FACTORS

Intrinsic interest of activity:

Significant others:

o arousal of curiosity

o parents

o optimal degree of challenge

teachers

Perceived value of activity:

peers

o personal relevant

The nature of interaction with

o anticipated value of outcomes

significant others:

o intrinsic value attributed to the

activity
Sense of agency:

mediated learning experiences

the

nature

and

amount

of

and

amount

of

feedback

locus of casualty

rewards

locus of control re: process and

the

outcomes

appropriate praise

ability to set appropriate goals

punishments, sanctions

Mastery:

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nature

The learning environment:

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feeling of competence

comfort

awareness of developing skills and

resources

mastery in a chosen area

time of day, week, year

Self- efficacy

size of class and school

Self- content:

The broader context:

realistic awareness of personal

wider family networks

strengths and weaknesses in skills

the local education system

required

conflicting interests

personal

definitions

and

judgements of success and failure

self-worth concern
Attitudes:
to language learning in general
to the target language
to the target language community
and culture
Other affective states:
confidence
anxiety, fear
Developmental age and gender.

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cultural norms
societal expectations and attitudes

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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, it is very
difficult to find rules and principles which can be considered universal for
all of us. The motivating process is a long-term issue and sometimes the most
motivating strategy we can bring into the classroom is just a good opportunity for
learning. 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.

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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 selfevaluation will be seen in detail when talking about assessment):

Motivational teaching practice

Generating inicial
motivation:

Creating the basic

motivational conditions:

Maintaning and
protecting motivation:

Enhacing the learners L2

Appropiate teacher

Making learning enjoyable.

related values and attitudes.

behaviours.

Presenting tasks in a

Increasing the learners

A pleasant and supportive

motivating way.

expectancy of success.

atmosphere in the classroom.

Setting specific learning goals.

Increasing the learners goal-

A cohesive learner group with

Protecting the learnersself-

orientedness. Making the

appropiate group norms.

esteem and increasing their

teaching materials relevant

self-confidence.

for the learners. Creating

Allowing learners to have a

realistic learners belief.

positive social image.

Encouraging positive
retrospective selfevaluation:
Promoting motivational
attributions.
Providing motivational
feedback.
Increasing learner
satisfaction.
Offering rewards and grades
in a motivational manner.

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:
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.

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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.
Acceptance: we can accept someone without approving
everything she/he does. 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.

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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. 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.

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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 ___________________!

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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. 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.

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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
1

Whoops, I spoke out

9

10

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:

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____________________________________
___________________________________
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

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. We can
think about three different types of values regarding foreign language learning:
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.

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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. 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.
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. 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.

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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 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? Of
course 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.

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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

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+ 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.
The article is in the virtual classroom and in the following link:
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.
The article is in the virtual classroom and in the following link:
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.
The article is in the virtual classroom and in the following link:
http://specialed.about.com/cs/behaviordisorders/a/behaviorcontrac.htm

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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.

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Activities
Task: Group norms activities
The first days/weeks are always a key moment. In this first activity you will have to
design an activity which is going to be crucial in these first days. You will have to
design an activity to establish and discuss the behaviour and work norms
you are going to follow during the whole course. Remember that they have to be
understood by everyone and they have to feel they are part of this agreement.
Bear in mind the following steps:
A description of the target group (number of students, age, level ).
Length of time for the activity.
Materials used.
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, be specific about the
language you will present describe exactly what you will say, what you will do, etc.
How will you display norms? What are the consequences if students dont respect
them?
Please, be original! No ideas taken ready-made material from the internet will be
accepted.
Extension: 4 pages maximum.

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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. In the first half of the 20th century, the dominant view on motivation upholds that...
A. stimuli and the responses linked to them form habits.
B.

motivation was determined and repressed by instincts.

C.

Both are correct.

3. According to the cognitive approach...

A. human unconscious actions can influence their motivation.
B.

human unconscious attitudes can influence their actions.

C.

human conscious attitudes can influence their actions.

4. 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.

5. 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.

6. 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.

7. 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.

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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.
8. 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.

9. 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.

10. 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.

UNIT 1 Test