Focus on the language learner: Motivation, Style and Strategies: ch. 10 in Norbert’s

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Focus on the language learner: Motivation, Focus on the language learner: Motivation, Style and Strategies:Style and Strategies:ch. 10 in Norbert’sch. 10 in Norbert’s

Group workGroup work

Presentation/ week 6Presentation/ week 6thth..

By By

Ferhad M. AsadFerhad M. AsadPishtiwan A. SabirPishtiwan A. SabirMiqdad A. AzizMiqdad A. AzizMuhammad BarozhiMuhammad Barozhi

Afifa A.Afifa A.

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Focus on the language learner: Focus on the language learner: Motivation, Style and StrategiesMotivation, Style and Strategies

Introduction: Learner characteristicsIntroduction: Learner characteristicsSucces in learning foreign language or L2 depends Succes in learning foreign language or L2 depends

on some facters:on some facters:- The duration and intensity of the language course The duration and intensity of the language course - The characteristics and abilities of the teacherThe characteristics and abilities of the teacher- The appropriateness of the teaching methodologyThe appropriateness of the teaching methodology- The quality of the text bookThe quality of the text book- The size and composition of the learner groupThe size and composition of the learner group- The amount of natural L2 practice opportunitiesThe amount of natural L2 practice opportunities- And the characteristic of language learnerAnd the characteristic of language learner

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Characteristics outside the teacher’s Characteristics outside the teacher’s controlcontrol

-There is two demographic variable which are age and gender.

-Age-Age-The traditional view has been that, the younger we start

to learn a second language, the better chance for success we have. It is related to ‘critical period’ where a person needed to learn the L2 in the period before puberty.

-Recent research shows that ‘the younger the better’ principle is only valid in environments where there is aconstant and natural exposure to L2.

-Age has effect on pronunciation than other linguistic abilities such as: grammar and vocabulary

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-gender-genderThe second facter, the learner’s gender, is

important as research has found girls to outdo their male peers when it comes to language learning.

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Language AptitudeLanguage AptitudeThis facter has been referred to under different names: This facter has been referred to under different names: a a

special ‘ability’, ‘gift’, ‘knack’, ‘feel’ or ‘flair’ for languagesspecial ‘ability’, ‘gift’, ‘knack’, ‘feel’ or ‘flair’ for languages..-It means the natural ability to learn a language-It means the natural ability to learn a language-It is best seen as the language-related aspect of -It is best seen as the language-related aspect of

intelligence, and it determines the rate of learning and intelligence, and it determines the rate of learning and the amount of energy the progress is likely to require of the amount of energy the progress is likely to require of the learner.the learner.

--Someone with a high aptitude will pick up the L2 relatively Someone with a high aptitude will pick up the L2 relatively easily easily ..

-the majority of people are able to achieve a working -the majority of people are able to achieve a working knowledge of L2 regardless of their aptitude because knowledge of L2 regardless of their aptitude because there is a ‘will’there is a ‘will’

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MotivationMotivation

-Motivation is an important facter in learning -Motivation is an important facter in learning L2.L2.

-Motivation can be promoted -Motivation can be promoted consciouslyconsciously..-by employing certain -by employing certain methodsmethods it is possible it is possible

to to change learners’ motivation change learners’ motivation in positive in positive direction.direction.

-skills in motivating learners are an -skills in motivating learners are an important aspect of any teacher’s important aspect of any teacher’s methodological repertoire.methodological repertoire.

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The Social Nature of L2 MotivationThe Social Nature of L2 Motivation

-Motivation to learn L2 is dfferent from the motivation to learn any other school subject. Because an L2 is not only a communication code, but a representative of the L2 culture where it is spoken.

-The learning of a foreign language involves the adoption of new social and cultural behaviors.

-L2 motivation will always have a strong sociocultural component, and having favourable attitudes towards language community may increase the motivation to learn their language.

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Motivation as a Dynamic Process2nd important factors of L2 motivation is a continuous process of change but is not stable and static. Dornyei argues that motivation undergoes a cycle that has three phases:

1- Motivation needs to be generated, motivational dimension of this phase refers to ‘choice motivating’, motivation is generated then selection of goal or task.

2- The generated motivation should actively maintained and protected while the particular action lasts. This motivational dimension refers to ‘executive motivation or violation’ and its related to learning in classroom setting where students expose to a number of distracting influences such as off-task thoughts, anxiety of task, etc. which make it difficult to complete the task.

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3- ‘Motivational retrospection’ which focus on learners retrospective evaluation of how thing went, is the final phase and completion of the action. In this phase the activities will be determined by the way that students use their past experience so they will be motivated to follow.

There are many motives that associate above phases. People during contemplation of action will be affect by different factors, also looking to the past and evaluating it, new set of motivational factors will be generated. We have to focus on the most important motives discuss in psychology.

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The most important motives to learn an L2

With regard to choice motivation, the most important components are values and attitudes related to the L2, L2 speakers and learning in general. These were focal issue in Gardner’s influential motivational theory, (which emphasis on broad sociocultural nature of L2 motivation). Three important concepts of this theory are:

1- ‘Integrative orientation’: reflects positive disposition toward L2 group and desire to interact with valued community members.

2- ‘Instructional orientation’: language learning is primary associated with the potential pragmatic gains such as getting better job or high salary.

3- ‘The Integrative motive’ is a complex that made of three main parts: (a): Integrativeness (subsuming integrative orientation, interest in foreign language and attitude to L2 community), (b): attitude to the learning situation ( comprising attitudes toward teacher and course), (c): motivation ( made up of motivational intensity, desire and attitude to language learning).

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‘The expectancy of success and perceived coping potential’ is another important aspect of choice motivation, referring to learner’s confidence in being able to carry out the task with L2 learning. ‘Linguistic self-confidence’ is a key element that is a significant motivational subsystem in L2.

Foreign language learning is not a matter of objective level of one’s language abilities but is subjective understanding of trust in oneself, that’s why some people with 100 words are able to communicate while others with thousands of words are not able.

Learners’ initial beliefs will affect motivation, while unrealistic belief about time amount, will take to attain a level of language functioning which will lead to disappointment.

Positive and negative messages from large environment (media, friends), have an important role in reinforcing and blocking learner’s initial commitment.

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Most important aspect of ‘executive motivation’ relates to perceived quality of learning experience. By using Schumann’s framework, this quality dimension can be described. He argues (based on neurobiology research), that humans apprise the stimuli they receive from environment along five dimension:1- ‘Novelty’ (degree of unexpectedness/familiarity).2-’Pleasantness’ (attractiveness).3- ‘Goal or need significance’ (whether stimulus is instrumental to achieve the goal or satisfying needs).4-‘Coping potential’ (whether individual expects to be able to cope with the event).5- ‘Self and social image’ (whether the event is compatible with social norms and individual self-concept).

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Quality of learning experience, provide a broad coverage of a range of classroom specific issues and useful to look learner’s motivational role in learning experience separately. For teachers, motivational influence is a crucial factor and as a designated leaders they are the most visible figure in class that serve as a reference and standard.

Their personal characteristic, the way that they model motivational values (how they praise and give feedback) have its own influence on learners’ commitment.

Also parents’ role also is important since psychologists linked between school achievement and family characteristic and practice, also motivational influence of the whole learner group should take into consideration in learning process, there are evidences that show how learners’ initial enthusiasm was quickly killed by being called ’brain’ or a ‘creep’ by his peers.

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Autonomy (or self-determination) is a second important constituent of executive motivation. Motivation and autonomy go hand in hand, that is ‘autonomous language learners are by definition motivated learners.

Also there are researches that show the teachers’ orientation to autonomy, whether they are ‘autonomy supporting’ or ‘controlling’, also has role in student’s motivation with former leading to increase students involvement.

Motivational Retrospection which is the last phase, involve the process where learners look back and evaluate how things went. Various characteristic will influence strongly, e.g. some learners gain positive imputes even from less than positive experiences while others may not be satisfied.

The most important motives to learn an L2The most important motives to learn an L2

feedback, praise and grades are the most important determination feedback, praise and grades are the most important determination for learners for final self-evaluation. for learners for final self-evaluation. The nature of rewards are The nature of rewards are complex and they can function complex and they can function as double edged-swordas double edged-sword, grades in , grades in particular, if there is much emphasis on them, getting good grades particular, if there is much emphasis on them, getting good grades will be important than learning. will be important than learning.

Correct Using of various learner strategies have a role on learners’ Correct Using of various learner strategies have a role on learners’ motivation in all phases. motivation in all phases. Being aware of ‘Being aware of ‘made-to-measuremade-to-measure’ ’ strategies (e.g. a computer devotee is told about an effective learning strategies (e.g. a computer devotee is told about an effective learning method of L2, by using computer games and tasks) might encourage method of L2, by using computer games and tasks) might encourage learning. If learning strategies well used, it will increase one’s self learning. If learning strategies well used, it will increase one’s self confidence so lead to increased success.confidence so lead to increased success.

Strategies and motivation are connected closely and most important function of this phase is for learners to extend the repertoire of personally usage strategies while it will work as a source for future while it will work as a source for future learning.learning.

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Motivating learnersApplying practical motivational techniques by teacher will help classroom participators, which should be valid and based on solid theoretical framework. Dornye used the model that we described above as an organized framework and addressed four principle of motivational teaching practice:1- ‘Creating the basic motivational conditions’ (supportive classroom atmosphere, cohesive learner group with suitable group norms).

2- ‘Generating initial student motivations’ ( increasing their expectancy of success, related teaching material to learner, etc.).

3- ‘Maintaining and protecting motivation’(making learning stimulating, setting specific goals, increasing self confidence, promoting cooperation among learner, etc.)

4- ‘Encouraging positive retrospective self evaluation’ ( providing motivational feedback, offering rewards and grades in motivating manner, etc. )

Learning StyleLearning Style• The various learners approach learning in The various learners approach learning in

significant different manner is called significant different manner is called Learning Learning StyleStyle . We learn in different ways and . We learn in different ways and what suits what suits one learner may be inadequate for anotherone learner may be inadequate for another. .

• Learning style seems to be relatively stable and Learning style seems to be relatively stable and so teachers may not have such a direct so teachers may not have such a direct influence on this influence on this ,they can modify the learning ,they can modify the learning tasks they use in their classes in a way that may tasks they use in their classes in a way that may bring learners with the best particular learning bring learners with the best particular learning style preference. style preference.

• Also some times learners can be encouraged to Also some times learners can be encouraged to engage style stretching so as to incorporate engage style stretching so as to incorporate approaches to learningapproaches to learning they were residing in they were residing in the past the past

Learning preference Learning preference Researchers have attempted to develop a frame work that Researchers have attempted to develop a frame work that

can usefully describe learners style preference. The can usefully describe learners style preference. The following style preference are considered relevant and following style preference are considered relevant and useful to understand the process of language learning:useful to understand the process of language learning:

1- Being Visual, auditory or hand-on.1- Being Visual, auditory or hand-on.

2- Being more extroverted versus introverted.2- Being more extroverted versus introverted.

3-being more abstract and intuitive versus more concrete 3-being more abstract and intuitive versus more concrete and thinking in seep by stem sequence. and thinking in seep by stem sequence.

4-prefering to keep all options open versus being closure 4-prefering to keep all options open versus being closure oriented.oriented.

5- Being more global versus more particular. 5- Being more global versus more particular.

6- Being more synthesizing versus being more analytic.6- Being more synthesizing versus being more analytic.

Suppose an instructor assign a task of reading a 500 Suppose an instructor assign a task of reading a 500 word text about a new ‘dot.com’ organization on the word text about a new ‘dot.com’ organization on the market and then completing three activities that market and then completing three activities that accompany the text. The learners are to write out accompany the text. The learners are to write out the main point of the passage in one or two the main point of the passage in one or two sentences, about the weaknesses and strengths sentences, about the weaknesses and strengths and summarize the key points of the passage. In and summarize the key points of the passage. In this example the following styles contrasts, this example the following styles contrasts, concrete-sequential versus abstract intuiting, concrete-sequential versus abstract intuiting, analytic versus synthesizing and particular versus analytic versus synthesizing and particular versus global. global.

How Style plays a role in language How Style plays a role in language learning and languge uselearning and languge use

With regard to subtask calling for instance, With regard to subtask calling for instance, the learners with a more abstract intuitive the learners with a more abstract intuitive preference may take some clues from the preference may take some clues from the text, but they may be more comfortable text, but they may be more comfortable relying on their back ground knowledge relying on their back ground knowledge and opinion to infer what is not stated in and opinion to infer what is not stated in the text. But the more concrete sequential the text. But the more concrete sequential learner may focus more exclusively on the learner may focus more exclusively on the clues on the text and remain somewhat clues on the text and remain somewhat frustrated that the answer to the question frustrated that the answer to the question is illusive since it cannot be found in the is illusive since it cannot be found in the text. text.

Learner Strategies: Strategy DefinitionLearner Strategies: Strategy Definition

Learners may use several strategies at the Learners may use several strategies at the time of language learning to improve their time of language learning to improve their performanceperformance. Second language researchers . Second language researchers first noticed the importance of various learning first noticed the importance of various learning strategies when they were examining the good strategies when they were examining the good language learner in the 1970s. The language learner in the 1970s. The results results indicated that it was not a merely high degree indicated that it was not a merely high degree of language aptitude and motivations that of language aptitude and motivations that caused some learners to excel but also the caused some learners to excel but also the students own active and creative participation students own active and creative participation in the learning process through the application in the learning process through the application of individualized learning techniques. of individualized learning techniques.

L learning Versus L Use strategiesL learning Versus L Use strategies

L learning strategiesL learning strategies refers to conscious refers to conscious and semi conscious thoughts and and semi conscious thoughts and behaviors used by the learners with the behaviors used by the learners with the explicit goal of improving their knowledge explicit goal of improving their knowledge and understanding of a target language. and understanding of a target language.

L Use strategies L Use strategies refers to strategies for refers to strategies for using the language that has been learned. using the language that has been learned.

Four sub-set s of L use strategiesFour sub-set s of L use strategies

1- Retrieval strategies: Strategies used to 1- Retrieval strategies: Strategies used to call up language materials from storage. call up language materials from storage.

2- Rehearsal Strategies: Strategies for 2- Rehearsal Strategies: Strategies for practicing target language structures.practicing target language structures.

3- Communication Strategies: strategies to 3- Communication Strategies: strategies to convey a message that is both meaningful convey a message that is both meaningful and informative for the listener and reader. and informative for the listener and reader.

4- Cover strategies: strategies for creating 4- Cover strategies: strategies for creating an appearance of language ability so as an appearance of language ability so as not to look unprepared, foolish or even not to look unprepared, foolish or even stupid. stupid.

Self Motivating strategiesSelf Motivating strategies This type of strategy will be used by the This type of strategy will be used by the

learners to increase or protect their existing learners to increase or protect their existing motivationmotivation. This is a new area in educational . This is a new area in educational psychology, but old researchers showed a psychology, but old researchers showed a positive effect of self-motivating strategy. positive effect of self-motivating strategy.

Communication strategies have primarily been viewed as Communication strategies have primarily been viewed as the the verbal ( Or no verbal) first aid devices which may verbal ( Or no verbal) first aid devices which may be used to deal with problems or break downs in be used to deal with problems or break downs in communication. These devices enable learners to stay communication. These devices enable learners to stay active partners in communication even when things active partners in communication even when things don’t go welldon’t go well. They may, for example, use . They may, for example, use communication strategies to steer the conversation communication strategies to steer the conversation away from problematic areas, to express their away from problematic areas, to express their meaning in creative ways. meaning in creative ways.

Communication strategiesCommunication strategies

Some common used Some common used communication strategiescommunication strategies

1-Avoidance or reduction strategies, leaving a message 1-Avoidance or reduction strategies, leaving a message unfinished.unfinished.

2-Achievement or compensatory strategies:2-Achievement or compensatory strategies:

CircumlocutionCircumlocution: describing or exemplifying the target word : describing or exemplifying the target word you cannot remember. you cannot remember.

ApproximationApproximation: using an alternative term which expresses the : using an alternative term which expresses the meaning of the word you cannot remember as closely as meaning of the word you cannot remember as closely as possible.possible.

Use of all purpose wordUse of all purpose word: extending a general empty lexical : extending a general empty lexical item to contexts where specific words are lacking . item to contexts where specific words are lacking .

Some common used communication Some common used communication strategiesstrategies

3- Stalling or time gaining strategies: use of fillers and other 3- Stalling or time gaining strategies: use of fillers and other hesitation device: using filling words to fill pauses.hesitation device: using filling words to fill pauses.

Repetition: repeating a word more often.Repetition: repeating a word more often.

4- Interactional strategies: 4- Interactional strategies:

Appeal for help: turning to the conversation partner for help.Appeal for help: turning to the conversation partner for help.

Asking for repetition: asking for repetition when you don’t hear.Asking for repetition: asking for repetition when you don’t hear.

Asking for clarification:Asking for clarification:

Expressing non understanding: Expressing non understanding:

Interpretive summaryInterpretive summary

Some common used Some common used communication strategiescommunication strategies

Word coinageWord coinage: creating a non existing L2 : creating a non existing L2 word based on a supposed rule.word based on a supposed rule.

Use of non linguistic meansUse of non linguistic means: gesture and : gesture and facial expression.facial expression.

ForeignizingForeignizing: using L1 word by adjusting it : using L1 word by adjusting it towards the L2 phonologically.towards the L2 phonologically.

Code SwitchingCode Switching: including L1 word with : including L1 word with L1 pronunciation.L1 pronunciation.

Cognitive, meta-cognitive, Cognitive, meta-cognitive, affective and social strategiesaffective and social strategies One of the ways to classify strategies of One of the ways to classify strategies of

learning is to classify it to two main groups:learning is to classify it to two main groups:

1. to categorize them to one these: 1. to categorize them to one these: cognitive, meta-cognitive, affective and cognitive, meta-cognitive, affective and social.social.

2. according to the skill area to which they 2. according to the skill area to which they relate. relate.

Cognitive Cognitive

Encompasses the language learning Encompasses the language learning strategies of identification, grouping, strategies of identification, grouping, retention and storage of language retention and storage of language material, as well as the language use material, as well as the language use strategies of retrieval, rehearsal and strategies of retrieval, rehearsal and comprehension and production of words, comprehension and production of words, phrases and other elements of L2. phrases and other elements of L2.

Meta-cognitiveMeta-cognitive

They are those processes which learners They are those processes which learners consciously use in order to supervise or consciously use in order to supervise or manage their language learning. manage their language learning.

Affective strategiesAffective strategies

Serve to regulate emotions, motivational Serve to regulate emotions, motivational and attitudes. For example before job and attitudes. For example before job interview in L2, the learner may focus on interview in L2, the learner may focus on the content rather than certain the content rather than certain grammatical mistakes.grammatical mistakes.

Social strategySocial strategy

Is the action which the learner choose in Is the action which the learner choose in order to interact with other learners and order to interact with other learners and with native speakers. This strategy usually with native speakers. This strategy usually exposes the learner to the community and exposes the learner to the community and language. language.

Classifying strategies Classifying strategies according to the skill areaaccording to the skill area

There are four basic skills: listening and There are four basic skills: listening and reading(receptive skills), speaking and reading(receptive skills), speaking and writing (productive skills)writing (productive skills)

There are some other skills like vocabulary There are some other skills like vocabulary learning and translationlearning and translation

Sampling of strategies Sampling of strategies according to skill areasaccording to skill areas

1. listening strategies.1. listening strategies.a) To increase exposure to new language: like a) To increase exposure to new language: like

listening to talk show and watching TVlistening to talk show and watching TVb) To become more familiar with the sound in b) To become more familiar with the sound in

the new L: like imitating the way native the new L: like imitating the way native speakers talk.speakers talk.

c) Listening to the native speakers to see how c) Listening to the native speakers to see how they stress the words and sentences.they stress the words and sentences.

d) If the speaker is not understood, leaner d) If the speaker is not understood, leaner should look at his gestures and body should look at his gestures and body movement. movement.

2. reading strategy use: 2. reading strategy use:

a) the learner should read materials that are a) the learner should read materials that are in his level.in his level.

b) Plan how to read, and monitor how the b) Plan how to read, and monitor how the reading is going.reading is going.

c) Use clues to guess what the unknown c) Use clues to guess what the unknown words mean.words mean.

3. speaking strategy3. speaking strategy

a)a) Practice new grammatical structure in Practice new grammatical structure in order to get acquainted to different forms order to get acquainted to different forms in different context.in different context.

b)b) Initiate conversation in the new language Initiate conversation in the new language as often as possible.as often as possible.

c)c) Look in different ways to express new Look in different ways to express new ideas with different words.ideas with different words.

4. writing strategy use:4. writing strategy use:

a)a) Try to write different types of writing in the Try to write different types of writing in the target language and look at how the target language and look at how the academic writings have been ongoing. academic writings have been ongoing.

b)b) Monitor your writing of an essay and before Monitor your writing of an essay and before finishing check the ideas.finishing check the ideas.

c)c) Before finishing revise the writing and look Before finishing revise the writing and look for feedback from others after you have for feedback from others after you have showed them the writing.showed them the writing.

5. vocabulary strategies:5. vocabulary strategies:

a)a) Memorizing new words, and make mental image of Memorizing new words, and make mental image of the new words in order to be able to recall them the new words in order to be able to recall them later.later.

b)b) In order to review the vocabulary, form time to time In order to review the vocabulary, form time to time go over the words that you have memorized earlier.go over the words that you have memorized earlier.

c)c) In order to recall the vocabulary, try to remember In order to recall the vocabulary, try to remember the situation when the word was learned. the situation when the word was learned.

d)d) Try to put the new words into sentences and in Try to put the new words into sentences and in different contexts.different contexts.

Strategic use of translation:Strategic use of translation:

a)a) In order to enhance the L2, write in L1 and In order to enhance the L2, write in L1 and then translate in L2. then translate in L2.

b)b) In order to think and work in the target In order to think and work in the target language try to pull out the L1 form mindlanguage try to pull out the L1 form mind

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Self-Motivating Strategies

It is another set of learner

strategies in which learners

apply certain self-management

skills to overcome

environmental distractions or

distracting emotional or

physical needs/states; in short,

they motivate themselves.

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Self-motivating strategies are

made up of five main classes:

1. Commitment control strategies: For helping to preserve or

increase the learners’ original goal commitment.

2.Meta-cognitive control strategies: For monitoring and

controlling concentration, and for curtailing unnecessary

procrastination.

3.Satiation control strategies: For eliminating boredom and

adding extra attraction or interest to the task.

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4. Emotion control strategies: For

managing disruptive emotional states

or moods, and for generating emotions

that will be conductive to implementing

one’s intentions.

5. Environmental control strategies: For

eliminating negative environmental

influences and exploiting positive

environmental influences by making the

environment an ally in the pursuit of a

difficult goal.

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Pedagogical Implications:

The Intersection of motivation, styles and strategies

Steps for Style- and Strategies-based

Instruction:

The earlier discussion of learning styles

underscored the importance of having

learners determine their style preferences

and be more cognizant of the fit between

their style preferences and the strategies

that they select for language learning and

language use tasks.

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The steps that teachers can take to make their

instruction style- and strategies-based, along

with motivating learners to engage themselves

in this type of awareness-raising:

1. Raise learner awareness about learning style

preferences and language learner strategies at

the outset in order to generate motivation to be

more conscious about style preferences and

more proactive about the use of language

strategies.

2. Find out which styles the learners favour,

and which strategies the students may already

use or may wish to add to their repertoire.

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3. Suggest and model what ‘style-stretching’ might

look like, as well as modeling new strategies.

4. Provide a rationale for strategy use, since learners

are likely to apply strategies or develop new ones only

if they become convinced about their usefulness.

5. Provide guided exercises or experiences to help

students put the strategies into practice.

Encourage students to enhance their current strategy

repertoire.

6. Encourage students to be willing to use such

strategies even when it may mean taking risks.

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7. Highlight cross-cultural differences

in how strategies might be employed.

8. Organize ‘sharing sessions’: From

time to time ask students to share

information about their learning style

preferences and about the strategies

they have generated or found

particularly useful.

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The Use of Style and Strategy Surveys

There are various published learning style surveys, with the

‘Style Analysis Survey’ (Oxford, 1995: 208-215) being more

focused on language learning than some of the other

instruments.

Teachers can administer self-report questionnaires that

cover strategy use by skill area, communication strategies,

or strategies classified in some other manner.

with regards to student motivation, the main strategies a

teacher can apply are listed in detail in Dörnyei (2001b),

but even in this domain the self-motivating strategies

previously mentioned would allow active learner

participation.

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Conclusion

The individual difference variables of

motivation, style and strategies are

interrelated in numerous ways. If students with

certain style preferences succeed in finding

learning strategies that particularly suit them,

such actions may also enhance their interest in

the task and expectancy of success, which will

in turn increase their motivation with this task

and ideally with others. Similarly, effective and

well-personalized communication strategies

can increase the learners’ linguistic self-

confidence and generate increased satisfaction

in their L2 use.

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Finally, a teacher who keeps learner self-motivating strategies firmly in mind can check periodically to make sure that they are in the learners’ repertoire and that they are doing everything to assist learners in keeping their motivational level high. Given the numerous other pedagogical issues to consider in the classroom, teachers may not feel that there is time to engage in this kind of top-down motivation, style and strategy planning for a given course. In reality, it may be just such planning which makes the teaching of a language course more productive for both the teacher and the students, as well as more enjoyable.

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