Motivational teaching practice

Motivational teaching practice

1. Creating the basic motivational conditions

   • Appropriate teacher behaviours and good relationship with the students
   • Pleasant and supportive atmosphere in the classroom
   • Cohesive learner group with appropriate good norms
     • Norm of tolerance: mistakes seen as a natural part of learning

2. Generating initial motivation

   • Five strategies
     • Enhancing the students' language-related values
       • Three main value dimensions
         • The intrinsic value of the ongoing process of L2 learning
         • Intercultural value
         • Intrumental value
     • Increasing the learners' expectancy of success
     • Increasing the learners' goal-orientedness
     • Making the teaching material relevant for the learners

3. Maintaining and protecting motivation

   • Motivational maintainance strategies
     • Making learning stimulating and enjoyable
       • Teachers should
         • Vary learning tasks as much as possible
         • Make tasks more interesting
     • Presenting tasks in a motivating way
       • Explain the purpose and utility of the task
       • Whet students' anticipation of the task
       • Provide appropriate strategies for doing the task
     • Setting specific learning goals
       • Setting proximal subgoals
         • Immediate incentive and feedback
         • advanced organisers
     • Protecting the learners' self-esteem and increasing their self-confidence
       • Foster the belief that competence is a changeable and controllable aspect of development
       • Provide regular experiences of success
       • Make students feel they have an important part to play
       • Provide a word of praise of encouragement
       • Reduce classroom anxiety
     • Allowing learners to maintain a positive social image
       • provide oppportunities for everybody to play the protagonist's role
       • Avoid criticism and corrections that may be humiliating
       • Work on the group as a whole to establish norms of tolerance and acceptance
       • Promoting cooperation among the learners
     • Creating learner autonomy
       • Resource based approachs
       • Learner based approaches
       • Technology based approaches
       • Classroom based approaches
       • Curriculum based approaches
     • Promoting self-motivating learning strategies
       • Commitment control strategies
       • Metacognitive control strategies
       • Satiation control strategies
       • Emotion control strategies
       • Environmental control strategies

4. Encouraging positive self evaluation

   • Post-actional strategies
     • Promoting attributions to effort rather than to ability
     • Providing motivational feedback
       • Distinction
         • Information feedback (comments on progress and competence)
         • Controlling feedback (judges performance against external standards)
     • Increasing learner satisfaction and the question of rewards and grades

5. Dornyei

   • Multicompensational framework
     • Dimensions to help students create an attractive vision of their ideal language self
       • Contruction of the ideal L2 self
       • Imagery enhancement
       • Making the ideal L2 self plausible
       • Developing an action plan
       • Activating the ideal L2 self
       • Considering failure