Intrinsic Motivation in Intrinsic Motivation in the Second Language the Second Language

Classroom Classroom

Activities that capitalise on the Activities that capitalise on the intrinsic by appealing to learners’ intrinsic by appealing to learners’ self-determination and autonomyself-determination and autonomy

►Teaching writing as thinking process in Teaching writing as thinking process in which learners develop their own ideas which learners develop their own ideas freely and openly.freely and openly.

►Showing learners strategies of reading Showing learners strategies of reading that enable them to bring their own that enable them to bring their own information to the written word.information to the written word.

►Language experience approaches in Language experience approaches in which students create their own reading which students create their own reading materials for others in the class to read.materials for others in the class to read.

►Oral fluency exercises in which learners Oral fluency exercises in which learners talk about what interests them and not talk about what interests them and not a teacher-assigned topic.a teacher-assigned topic.

►Listening to an academic lecture in Listening to an academic lecture in one’s own field for specific information one’s own field for specific information that will fill a gap for the learner.that will fill a gap for the learner.

►Communicate language teaching, in Communicate language teaching, in which language is taught to enable which language is taught to enable learners to accomplish certain specific learners to accomplish certain specific functions.functions.

►Grammatical explanations, if learners Grammatical explanations, if learners see their potential for increasing their see their potential for increasing their autonomy in a second language.autonomy in a second language.

A Checklist of Intrinsically A Checklist of Intrinsically Motivating StudentsMotivating Students

►Does the technique appeal to the Does the technique appeal to the genuine interest of your students? Is it genuine interest of your students? Is it relevant to their lives?relevant to their lives?

►Do you present the technique in a Do you present the technique in a positive, enthusiastic manner?positive, enthusiastic manner?

►Are students clearly aware of the Are students clearly aware of the purpose of the technique?purpose of the technique?

►Do students have some choice inDo students have some choice in

- Choosing some aspects of the - Choosing some aspects of the technique?technique?

- Determining how they go about fulfilling - Determining how they go about fulfilling the goals of the technique?the goals of the technique?

►Does the technique encourage students Does the technique encourage students to discover for themselves certain to discover for themselves certain principles or rules rather than being told?principles or rules rather than being told?

►Does it encourage students in some way Does it encourage students in some way to develop or use effective strategies of to develop or use effective strategies of learning and communicate?learning and communicate?

►Does it contribute to students’ Does it contribute to students’ ultimate autonomy and independence?ultimate autonomy and independence?

►Does it foster cooperative negotiation Does it foster cooperative negotiation with other students in the class? Is it with other students in the class? Is it truly interactive?truly interactive?

►Does the technique present a Does the technique present a ‘reasonable challenge?’‘reasonable challenge?’

►Do students receive sufficient Do students receive sufficient feedback on their performance?feedback on their performance?

Ten Commandments for Ten Commandments for motivating learners-Zoltan motivating learners-Zoltan

Dornyei and Kata Csizer Dornyei and Kata Csizer (1998:215)(1998:215)

►1. Set a personal example with your 1. Set a personal example with your own behaviourown behaviour

►2. Create a pleasant, relaxed 2. Create a pleasant, relaxed atmosphere in the classroom.atmosphere in the classroom.

►3. Present the tasks properly.3. Present the tasks properly.►4. Develop a good relationship with 4. Develop a good relationship with

the learners.the learners.

►5. Increase the learners’ linguistic 5. Increase the learners’ linguistic self-confidenceself-confidence

►6. make the language classes 6. make the language classes interesting.interesting.

►7. Promote learner autonomy.7. Promote learner autonomy.►8. Personalise the learning autonomy.8. Personalise the learning autonomy.►9. Increase the learners’ goal-9. Increase the learners’ goal-

orientedness.orientedness.►10. Familiarise learners with the target 10. Familiarise learners with the target

language culture.language culture.

Brown’s Guidelines for infusing Brown’s Guidelines for infusing ESL classroom with some ESL classroom with some intrinsically motivating intrinsically motivating

dynamics dynamics

►1. Teachers are enablers, not rewarders.1. Teachers are enablers, not rewarders.►2. Learners need to develop autonomy, 2. Learners need to develop autonomy,

not dependence.not dependence.►3. Help learners to take charge of their 3. Help learners to take charge of their

own learning through setting some own learning through setting some personal goals and utilising learning personal goals and utilising learning strategies.strategies.

►4. Learner-centered, cooperative 4. Learner-centered, cooperative teaching is intrinsically motivating.teaching is intrinsically motivating.

►5. Content-based activities and 5. Content-based activities and courses are intrinsically motivating.courses are intrinsically motivating.

►6. Tests, with some special attention 6. Tests, with some special attention from the teacher, can be intrinsically from the teacher, can be intrinsically motivating.motivating.