MOTIVATION

Immanuel Kant Baltic Federal University

2023
AIMS

How to
sustain
Where motivation.
motivation
What comes from.
motivation is.
WHAT
motivation is

• Nature of motivation
• Types of motivation
What’s formular for motivation?

? ? Action
What’s formular for motivation?

Thoughts Feelings Action

Motivation
◼ Motivation is the thoughts and feelings which
make us …
◼ Motivation is the thoughts and feelings which
make us

want to do and

continue to want to do smth.

and which

turn our wishes in action.

Motivation influences:
WHY students
want to do decide to do
and smth.;

HOW LONG
continue to they keep
want to do wanting to do
smth. and it;
which
HOW they
WORK to
turn our achieve it.
wishes in
action.
Types of motivation

Extrinsic motivation

Intrinsic motivation

Integrative motivation

Instrumental motivation
 intrinsic, integrative, extrinsic, instrumental

comes outside comes from the where a where a

the learner and task itself and language learner language learner
may be related to exists because wishes somehow is studying
the desire to the learner has to INTEGRATE English for some
ELICIT PRAISE the DRIVE TO into a TARGET MATERIALISTIC
from the teacher LEARN or CULTURE. REASONS.
or need to pass passion for
an exam etc. learning or a
sense of
competence
while performing
challenging
tasks.
 Which one is the most influential?

Extrinsic Intrinsic Integrative Instrumental

I want to be a I ♥ English I’m an English is a tool

good guy Englishman
WHERE
motivation
comes from

• Top 6 resources
Which top 6 factors might provoke motivation?

1 2 3

4 5 6
 Top 6 factors which might provoke motivation

2. People 3. Goal for

1. Society
around learning

5. Former 6. Feeling
4. Natural
learning good about
curiosity
experience learning
Learners are …
◼ Motivated
◼ Unmotivated – who have no motivation,
◼ Demotivated – they have lost their
motivation.
Zoltan Dornyei:
there’s a relationship
between
➢ the students’ views of
themselves,
➢ and themselves as
speakers of the language
they are learning…
Motivation is provoked by:
An ideal An Ought-to The L2 learning
L2-self L2-self experience
• the person that the • these are the • this is the result of
learner would like attributes that the learning
to be in the learners believe environment and
language they are they ought to is affected by the
learning. The gap posses to avoid impact of
between this and any negative success and
their actual self is outcomes. failure.
something that the
student wants to
close. This “self-
image” has to be
plausible and
sufficiently different
from the current
self as to make it
identifiable and has
to be “fought for”.
HOW
to sustain
motivation

https://www.youtube.com/watc
h?v=NGI8l58oaiA&ab_channel
=%D0%98%D0%9C%D0%A6
%D0%9A%D1%80%D0%B0%
D1%81%D0%BD%D0%BE%D
0%B3%D0%B2%D0%B0%D1
%80%D0%B4%D0%B5%D0%
B9%D1%81%D0%BA%D0%B
E%D0%B3%D0%BE%D1%80-
%D0%BD%D0%B0%D0%A1%
D0%B0%D0%BD%D0%BA%D
1%82-
%D0%9F%D0%B5%D1%82%
D0%B5%D1%80%D0%B1%D
1%83%D1%80%D0%B3%D0
%B0
To sustain motivation:
(by Z. Dornyei and K. Csizer)

2 The
1 The
classroom 3 The task 4 Rapport
teacher
atmosphere

8 Personal 5 Self-
7 Autonomy 6 Interest
relevance confidence

9 Goal \
10 Culture
Target
The teacher
The teacher

Professional
The Teacher attitude
behaves (commitment and
naturally motivation)
(sensitive and
accepting)

Ss have
Good rapport confidence in
the Teacher

The Teacher is
prepared to teach
The teacher
◼ Students need to believe that we know what we are doing!
◼ This confidence in a teacher may start the moment we walk into the
classroom for the first time – because of the students’ perception of
our attitude to the job. Aspects such as the way we dress, where
we stand and the way we talk to the class all have a bearing here.
Students also need to feel that we know about the subject we are
teaching. Consciously or unconsciously they need to feel that we are
prepared to tech English in general and that we are prepared to
teach this lesson in particular.
◼ When students have confidence in the teacher, they are likely to
remain engaged with what is going on. If they loose that confidence, it
becomes difficult for them to sustain the motivation they might have
started with.
◼ by Jeremy Harmer
The classroom atmosphere
The classroom atmosphere
◼ Create a pleasant, calm, secure and ordered
atmosphere in the classroom.
◼ Bring in humour and laughter, and smile.
◼ HOW?
The task
The task
◼ KISS
◼ Purpose and usefulness of every task
◼ Diverse tasks
◼ Every minute is the quality time!
◼ Change the interaction pattern.
◼ VAK & DOG
◼ Teach to interact with you and the information
Rapport
Rapport
Rapport
◼ Treat each learner as an individual
Self-confidence
 Self-confidence

▪ Give positive feedback and

praise
▪ Make sure your students
experience success
▪ Challenging activities
▪ Accept mistakes - they are a
natural part of learning
▪ Reflective teacher
Puchta H. Emotional engagement for language
learners:

◼ “… the brain needs POSITIVE EMOTIONS,

EXPERIENCE OF SUCCESS, and a SENSE
OF OWNERSHIP in order to be fully engaged
in the learner process”.
Interest
Interest
◼ Select interesting tasks and topics,
◼ Offer a variety of materials and activities,
◼ Make tasks challenging to involve your
students,
◼ Use learners' interests rather than tests or
grades, to encourage learning.
The learner has NOT the DRIVE TO
LEARN if the teacher …
◼ MAY \ MIGHT \ COULD \ MUST \ CAN’T
= making deductions

◼ TASKS FOR STUDENTS:

◼ Speak about tomorrow’s weather.
◼ Fill in the gaps in sentences like:
He asked if he … make some suggestions.
◼ Translate from Russian into English:
Возможно, телеграмма придет завтра.
The learner has the DRIVE TO LEARN
if the teacher …
The learner has the DRIVE TO LEARN
if the teacher …
ENGLISH COVIDISMS …

◼ Covid-19 antibuddies = friends or family

members who have gotten on each other’s
nerves while cooped-up together in isolation.
◼ Coronallusional = when your thinking starts
getting disordered and you get confused.
◼ Basement casual = how one dresses up for
a video call.
◼ Zoom-bombing = when people hijack and
interrupt video conferencing.
◼ Apocaloptimist = a person who feels hopeful
about life after Covid-19.
Liveworksheets.com
Eslvideo.com
Genial.ly
Quizziz.com
Autonomy
Autonomy
◼ Encourage creative and imaginative ideas,
◼ Encourage questions and other contributions
from students
◼ Share responsibility
◼ AGENCY
◼ Interaction patterns
◼ Don’t do ss’ job!
Personal relevance
Personal relevance
◼ Try and personalise tasks to make them
relevant.
◼ Do you believe in the idea that … Books are
raw material and a teacher can decide how to
exploit them!
The personal relevance
in teaching English

◼ Example #1
excited / bored / interested / scared
Choose a feeling for these situations

◼ when you win a prize … happy …

◼ at a pop concert …
◼ before going to a restaurant …
◼ on a hot day …
◼ at the end of a long day …
◼ during a long lesson …
◼ after your team looses a match …
Choose a feeling for these situations

◼ when you win a prize … happy ◼ when you got an excellent

… mark at school …
◼ at a pop concert … ◼ in the cinema…
◼ before going to a restaurant … ◼ before going to a party …
◼ on a hot day … ◼ on a hot day …
◼ at the end of a long day … ◼ at the end of a long day …
◼ during a long lesson … ◼ during a long lesson …
◼ after your team looses a match ◼ when you fail a test in English
… …
 Choose a feeling for these situations

◼ https://wordwall.net
The personal relevance
in teaching English

◼ Example #2
The personal relevance
in teaching English
◼ Draw yourself.
◼ Get the feedback.
Which picture appeals to you most?
What impression do you have of each artist’s personality?
The personal relevance
in teaching English
◼ Students = speakers ◼ 3. According to Mark, the
main reason why people
= Mark have their portrait painted is
◼ Student A makes up that:
◼ A. portraits are more
a text, speaks. revealing than photos.
◼ Student B chooses ◼ B. portraits are more
decorative than photos.
the option.
◼ C. portraits indicate a
◼ Listening person’s importance.
comprehension. ◼ D. portraits stay with the
family for many years.
Goal / Target
Goal \ Target
◼ Needs analysis
◼ SMART
 S M A R T
Specific Measurable Achievable Relevant Time-bound

Narrow context How can I Otherwise it Look inside By the …

understand I doesn’t make yourself and (time)
achieved sense and check if this is
them? destroys the your aim, not
whole self- sb. else’s.
confidence.

▪ To learn ▪ To get to ▪ To be able ▪ To teach ▪ To take

English. know to persuade English. CAE exam
phrasal. everybody.
▪ To learn ▪ To get to ▪ To know ▪ To teach ▪ To pass
English to know 10 how to adults for CAE exam
pass CAE phrasal speak for CAE by July
exam with vital for persuasion English. 2021.
the grade CAE. and use
A. relevant
vocabulary
freely.
Culture
Culture

Native
speaker

Schemata

Friends
Reflection
 Reflection
• Choose and • Today I’ve learnt new information about …
continue one of
the sentences: • During the lesson I’ve got new skills such as
…
• It was difficult for me to …
• I was confused when …
• Now I know that …
• I was surprised to get to know ..
Homework
Homework
◼ Use SMART and set short-term or long-term
professional aims.
◼ Think and write, what motivates you to be a
teacher.
◼ What type of motivation it is.
◼ Think and write, what demotivates you to be a
teacher – optional task.
Thank you!