SLA and motivation Introduction Types of motivation Motivation in three stages at information processing How to enhance motivation in classroom Types of demotivation Table of contents Definition • General motivation Garder (1972), Ames (1992) & Brophy ( 2004): Motivation: constituting a need or a desire that serves to activate behavior; to create and sustain intentions and goal-seeking acts • Foreign language learning motivation Burden (2000); Pintritch & Schunk (1996) & Karverlas ( 1996): Motivation : referring to the need or want which energizes behavior and gives it direction to achieve the goal. Specifically, Williams & Burden (2002): motivation in foreign language learning is taken more of an interest. Types of Motivation Types of Motivation According to Rod Ellis (1997) • Instrumental motivation • Integrative motivation • Resultative motivation • Intrinsic motivation Instrumental motivation • Functional reason Ex:  to pass an examination  to get a better job  to get a place at university • Be the major force determining success in L2 learning Integrative motivation Learners: interested in the people and culture represented in the target language group. Review 1. Which of the following is an example of instrumental motivation?  Learning Chinese to communicate with grandparents.  Learning Spanish to learn more about the culture and people of southern Mexico.  Learning French in order to join an arts group in Montreal.  Learning Japanese to get a good work assignment in Japan. Review 2. Whether students are successful or not in language learning depends on whether they have specific cognitive abilities required for language learning.  True  False 3. Motivation to learn a language is quite stable and students' motivations rarely change.  True  False Resultative motivation - Motivation is the cause of L2 achievement. - However, motivation that results from success in learning is referred as the resultative motivation • (Ellis, 1997) • Ex: The people who succeed -> maintain and increase motivation • Ex: The people who don't succeed ->become discouraged and gain less success • -> Teachers need to design interesting tasks for the learner -> motivation as a result of learning. [...]... have much fun in English class Motivation in three stages of information processing model of foreign language learning Content • Three stages of information processing model • The link between motivation and three stages of information processing Information processing model INPUT (encountering with the new material) CENTRAL PROCESSING ( connections between new material and existing knowledge) OUTPUT... Kikuchi, 2009) • Consider task motivation through learning tasks (Dörnyei 2001, Rastegar, Akbarzadeh, & Heidari 2012, Wu 2003) Demotivation factors in the EFL class • Characteristics of classes • Experiences of failure * • Lack of interests * Experiences of failure • Disappointment on Test scores • Lacking of acceptance by teachers and others • Feeling unable to memorize vocabulary and fulfill difficult assignments... processing (connections between new material and existing knowledge) • the memory systems of the learners; shortterm, working and long-term memory systems • the task action control strategies determine which actions will be taken by learners Output (demonstration of the acquired knowledge) • providing opportunities for contextualized, meaningful use • testing out hypotheses about the target language • moving... to a syntactic analysis of it • proceeding to informative feedback and thus facilitate learners’ noticing (Swan, 1985) Impact of the classroom environment on intrinsic motivation Competence or Autonomy? 1 I’m sure I can be a good student if I work harder, even when I do poorly on some tasks or activities 2 I’m certain I can understand what is taught in class if I pay attention 3 In classroom discussion,... 1994) • Integrative strategy training (Paris & Jacobs, 1984; Paris &Byrnes, 1989; Stright et al., 2001) Types of demotivators Demotivational factors • • • • • • Teachers Class environment Class material Characteristics of classes Experience of failure Lack of intrinsic motivation Demotivation factors in the EFL class • Characteristics of classes • Experiences of failure * • Lack of interests * Characteristics...Intrinsic motivation (IM) -The arousal and maintenance of curiosity - Learner’s particular interests - Learners feel personally involved in learning activities -3 types of IM (based on Self-Determination Theory (SDT) (Deci & Ryan, 1985):  IM-Knowledge  IM-Accomplishment  IM- Stimulation Intrinsic motivation (IM) a IM-Knowledge -The pleasure of knowing... answer questions in class because I want to see whether my answer is correct or not L2 intrinsic motivation (IM): b IM -Accomplishment -The pleasure of accomplishing goals Example: + I am proud of myself when I can say something in English + I actively participate in activities to see how good I am L2 intrinsic motivation (IM): c IM-Stimulation -The pleasure sensed when doing the task Example: +I like... choosing the METHOD of learning - Freedom in choosing PERFORMANCE OUTCOMES - Integrative strategy training IM - Knowledge IM – Accomplishment IM - Stimulation PA Extended SDT-based framework of L2 intrinsic motivation (Wu, 2003) Perceived Competence Perceived competence • • • • Predictive learning environment Necessary instructional support Moderately challenging tasks Evaluation that emphasize self-improvement... processing model INPUT (encountering with the new material) CENTRAL PROCESSING ( connections between new material and existing knowledge) OUTPUT ( demonstration of the acquired knowledge) (Duong, n.d.) Motivation at input stage Chomsky (see: Jane Amold,2003:13): “ the truth of matter is that about 99% of teaching is making the students feel interested in the material” • Teachers should introduce: - Content... do in English class are always meaningful to me Perceived competence 1 I’m sure I can be a good student if I work harder, even when I do poorly on some tasks or activities 2 I’m certain I can understand what is taught in class if I pay attention 3 Compared with other students in this class, I think I am a good student Perceived autonomy 1 In classroom discussion, I always feel free to say what I want . SLA and motivation Introduction Types of motivation Motivation in three stages at information processing How to enhance motivation in classroom Types. Ellis (1997) • Instrumental motivation • Integrative motivation • Resultative motivation • Intrinsic motivation Instrumental motivation • Functional reason