Motivation in the classroom

ЛЬВІВСЬКИЙ НАЦІОНАЛЬНИЙ УНІВЕРСИТЕТ

ІМЕНІ ІВАНА ФРАНКА

кафедра англійської мови та літератури

КУРСОВА РОБОТАз основної мови (англійська)

на тему:

Студентки IV курсу 45 групинапряму підготовки філологіяспеціальності англійська мова та літератураХіта Оксана

Керівникасистент Садло О. П.

Національна

шкала ________________ Кількість балів: __________Оцінка: ECTS_____

Члени комісії________________ ___________________________ (підпис) (прізвище та ініціали) ________________ ___________________________

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(підпис) (прізвище та ініціали) ________________ ___________________________

м. Львів - 2013рік

СONTENTS

INTRODUCTION

…………………………………........................................3

CHAPTER I. Theoretical background of the concept of

motivation………..6

1.1 The notion of motivation……………………………………………………...6

1.1.1 Different types of

motivation……………………………………….......9

1.2 Potential sources of

motivation……………………………………………...13

1.3 The concept of sustaining

motivation………………………………………..15

1.3.1 The role of success in sustaining

motivation……………………………15

2

1.3.2 The impact of learning

environment……………………………............16

CHAPTER II . Practical ways of arousing

motivation…………………… 18

2.1 Achievement goal orientation……………………………………………….18

2.2 ‘Task motivation’ method…………………………….…………………….20

2.3 Motivation by a

challenge……………………………………………….....23

2.3.1 Challenge as an instrument for motivating

students…………….…23

2.3.2 The role of game-like

activities…………………………………..…24

2. 4 The importance of

Personalization………………………………………...25

CONCLUSIONS ………..

………………………………...................................27

REFERENCES ...........................................

........................................................29

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INTRODUCTION

Nowadays, students’ desire to learn and develop new

skills is often associated with the concept of motivation.

Motivation stimulates students to strive for better

results, and is highly related to the achievement in

language learning. Students are more willing to rise to a

challenge and are more confident in their success when

their natural aptitude for learning is multiplied by high

motivation.

The notion of motivation is essential to the process

of learning, and teacher’s task is to sheer the importance

of the factor of motivation in successful language

learning. A high level of motivation may be achieved only

after a teacher gets acquainted with all the factors which

influence student’s desire to study, and learn how to

employ them properly in the course of lesson.

First of all, this paper reveals what is the notion of

motivation, and presents how different scholars understood

and defined it. The first chapter ostends various types of

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motivation, such as intrinsic and extrinsic, ‘integrative’ and

‘instrumental’, as well as ‘global’, ‘situational’, and ‘task’

motivation. Moreover, it shows how various approaches

interpret the given notion, and what are their ways to

arise students’ interest in learning. Ones, which the most

oftenly refer to encouraging student’s desire to learn, are

as follows: self-cognitive, behaviorist approaches and

humanistic view. All of them present their own vision of

motivation and offer different ways of encouraging

students.

The next step of our research is to define the primary

sources of motivation – factors which have got the most

powerful impact on students in the process of second

language acquisition. This subchapter reveals the influence

of the society we live in, the importance of our closest

surrounding, and, of course, the role of a teacher.

The next issue to be discussed is the concept of

initiating and sustaining motivation. The significant

message of research in this area for a teachers is how to

“increase and direct student motivation” [16; 53]. This paragraph

rises the questions of how success while performing small

tasks is related to students ‘will to learn and further

advancement. Also, here we deal with the role of learning

environment, which is the English classroom itself, and

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positive emotional atmosphere, which should be created by a

teacher.

The Practical part of the paper ostends the ways and

methods of stimulating motivation in a classroom, referring

to concepts which have the most potent influence of the

students’ desire to learn. For example, correct goal

setting is of a paramount importance to successfully

completed tasks, as “the motivation is closely bound up with a person’s

desire to achieve a goal” [16; 53]. This subchapter is concerned

with both short-term and long-term goals, and the relations

between them and the way students are motivated.

Another method, which has got a great concern for us,

is motivation by a challenge. This paper covers two aspects

connected with the notion of challenge in the process of

motivating students. The first considers challenge as an

effective instrument for encouraging students, and second

ostends the role of challenging game-like activities in

course of learning new vocabulary, mastering grammar and

speaking skills.

Furthermore, the paper reveals the role of

personalization in the process of second language

acquisition. This subchapter emphasizes on the importance

of employing personalization in each level of teaching

process, as it facilitates memorizing, and encourages

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students to learn more about themselves within the limits

of another language.

The topicality of the given research. The concept of

sustaining motivation in the classroom needs more deep and

profound research and development, as all the previous

attemps did not ostend the multiplicity of the given

concept.

The subject of the course paper is the notion of

motivation, its role in the process of second language

acquisition and the ways of its sustaining.

The object of our research is the notion of motivation

in the classroom.

The aim of this course paper is to figure out main

principles and factors that influence on students’

motivation and to point out the significance and necessity

of employing them in the course of lesson.

The aim provides the solution for the following tasks:

to ostend the multiplicity and variety of the notion

of motivation;

to expose major perspectives concerning the concept

of motivation, the methods of initiating it;

to invigilate the role and impact of motivation on

students;

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to figure out the sources of motivation, with are

essential for learning languages;

to distinguish the most effective methods for

sustaining motivation in practice.

The theoretical value of the course paper lies in

describing different approaches to the notion of motivation

and ostending various definitions of this concept.

The practical value of the given research consists of

the diversity of methods and techniques for stimulating

student’s interest, which may be used in the course of

lesson.

The proper understanding of the very notion of

motivation is essential for every teacher. Negligence of

this notion in the process of teaching languages is

tantamount to an immediate failure. Therefore, in order to

achieve wishful results, a teacher is to take into account

the ways of motivating students and encouraging them to

develop new skills and broaden knowledge in the field of

language.

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CHAPTER I. Theoretical background of the concept of

motivation

1.1 The notion of motivation

It is generally acknowledged that motivation is a

vital part of a learning process, which do not only

contribute to better knowledge acquisition, but to a proper

discipline in a classroom as well. For a further analysis

of the notion of motivation we are to define what

motivation is, what approaches to motivation study we can

name and what types of motivation exist.

The concept of motivation is a multifaceted issue,

that is why there are various theories concerning the

concept of motivation and diverse definitions of this

notion provided by different scholars emphasizing on

various sides of the given concept. In order to develop

deeper understanding of motivation we are to examine

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various aspects of this concept. The first one to be

discussed is the definition expressed by Zoltán Dörnyei and

Richard Schmidt, who reveal ’the meaning of the term [motivation] in

the context of the socio-educational model of second language acquisition’ [9;

1-2]. This scholar defines the concept of motivation as ‘a

complex of attitudinal , goal-directed, and motivational variables’[9; 2],

and this model dates back to 1948, when Markwardt published

a book, where he distinguished five primary motives, which

have an impact on the acquisition of the second language.

The scholar divided them into two groups practical and non-

utilitarian. Practical ones are as follows: assimilation of an

ethic minority, trade and commerce and scientific utility,

while non-utilitarian are self-cultural development and

maintenance of ethnic identity of a minority group.

According to Penny Ur, professor of Oxford and

Cambridge Universities, the term ‘motivation’ is rather

abstract and is difficult to define. That is why she offers

‘to think in terms of ‘motivated’ learner: one who is willing or even eager to

invest effort in learning activities and to progress’ [24; 274]. This

approach has got more practical than theoretical value, as

far as leaning towards this point of view we are oriented

to put the student in the centre of our attention and

efforts, which is definitely a right thing to do. That is

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why the given viewpoint can be called ‘student-oriented

motivation study’.

Another approach to the issue of Motivation composes

Cognitive approach, which believes that individual behavior

is primarily under the impact of how people perceive

themselves. According to the cognitive perspective,

students’ thoughts guide their motivation. This theory

argues that only ‘order and understanding represent an important

balance for students’ [18; 55]. Therefore, these two factors are

what students need for their reinforcement and stimulation.

One more factor essential for the understanding

Cognitivist’s approach is to consider students naturally

motivated to learn, when they encounter new information.

The theory which developed cognitivists is that students

seek for equilibrium (state of balance), and, when they

experience disequilibrium, the only desire is to regain

lost balance. In terms of motivation all this process does

have an important value. As the teacher aimed to stimulate

students to learn, on purpose create such situations of

disequilibrium in order to evoke students’ desire to

equilibrate (find the balance) the situation, and they

start to acquire new information more willingly and

quicker. However, when the teacher overuses the state of

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disequilibrium, students may ‘perceive that no amount of effort on

their part can bring about a return to balance’[18; 56].

All cognitive theories share two common factors which

they find vital for the effective students’ motivating,

these are the role of beliefs and expectations. Around the

second factor the whole new cognitive theory is composed –

The Expectation X value theory. Dennis Wiseman, Gilbert

Hunt present it as ‘a theory of motivation that suggests that students

are motivated to engage in learning tasks to the extent that they expect to

succeed on the task…’ [18; 56]. One more cognitive theory –

Atkinson’s, developed The Expectation X value theory in a bit

different direction. His variant of The Expectation X

scheme puts an emphasis on the role of pride and shame a

certain task is expected to generate. These emotive factors

are considered to be the leading concepts, which are to

motivate students.

Another viewpoint to be discussed is Alderman’s

definition of the concept of motivation. The scholar

states that the main role of the motivation is ‘to give students

recourses for developing aspiration, independent learning, achieving goals and

fostering resiliency in the face of setback’[see 1]. M. Kay Alderman

emphasizes that these are teachers who are responsible for

creating a proper climate for the development of optimal

motivation. This scholar stands for Social-Cognitive

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approach to motivation, which focuses on the beliefs,

cognitive and emotional variables, and environmental

factors that influence striving for achievement.

Another theory which developed its own way of

understanding the concept of Motivation is Behaviorist

approach. These scholars defined their viewpoint which

considers extrinsic motivation to be the most effective

source for student’s stimulation and state that ‘external

rewards and punishments or consequences [ are ] keys in determining student’s

motivation’ [18; 52]. This point of view is very contradicting

and debatable, as reinforcements may differ and different

kinds of them may have different impact upon various

students. In addition to this, an overuse or inappropriate

use of reinforcers is quite a common problem.

Furthermore, we are not to omit the Humanistic views

on the notion of Motivation. Humanists consider motivation

to be ‘an attempt to fulfill the total potential of a human being’ [see 14].

The scholars emphasize on the concept of motivation as

‘capacity for personal growth, freedom to choose their destiny, and positive

qualities such as being sensitive to others’ [see 21]. Furthermore,

humanists see the very notion of motivation as whole system

of ‘physical, emotional, interpersonal, and intellectual qualities of an

individual as they impact on what person chooses to do’ [ 18; 61].

According to humanists there are no unmotivated students,

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just of all them are motivated differently, and the task of

teacher is not to evoke students’ motivation but to direct

it correctly.

One more scholar which devoted his work to the notion

of Motivation is Paul R. Burden, and according to him

motivation can be defined as processes that can arose and

initiate students behavior, “give direction and purpose to behavior,

help behavior to persist, and help the student to choose a particular behavior”

[24; 7].

Another definitions of the concept of motivation we

can come across is one composed by Levil and Nolan which

state that motivation is ‘an inner drive that focuses behavior on a

particular goal or task and causes the individual to be persistent in trying to

achieve the goal or complete the task successfully”[see 19]. This one

puts an impact on the notion of internal force that

motivates a student to fulfill his/her goals, so aspect of

individual is of a primary importance in the viewpoint of

these scholars. One more definition, which is quite close

to the previous one, belongs to Elliott, he argues that the

motivation is an internal state that aroses one to action,

pushes one in a particular direction, and keeps one engaged

in a certain activities. This definitions as well as one

given by Woolfolk, who again names a motivation ‘internal state’

and says that it ‘directs and maintains behavior’ [27; 373]

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emphasize on the role of motivation as a completely

internal engine that accelerates students behavior.

1.1.1 Different types of motivation.

It is generally acknowledged that students differ

according to ways they can be motivated – while some enjoy

the process of learning itself, other group of students

seek either for a good mark or material goods as the best

encouragement. That is why the best way to figure out the

reason for such a diversification is to divide students

according to which driver pushes them to learn – internal

or external. In order to figure out whether it really is

purely internal driver or can it have any external sources

as well, we are to look on one of the most popular

typologies of the very concept of motivation – its

division into intrinsic and extrinsic. These two categories

represent all the complexity of the nature of motivation

and ostend its prime roots and sources.

As for the first category – intrinsic motivation, Paul

R. Burden states that it is ‘a response to needs, that exist within the

student, such as curiosity, the need to know, and feelings of competency and

growth’ [4; 3]. The scholar emphasizes that intrinsically

motivated students internally are eager to perceive new

information they do not need any rewards, as they consider

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their satisfied curiosity to be already the best prize they

can receive. One more part, which compose quite difficult

nature of intrinsic motivation, is a feeling of

fulfillment, which a student gain during the process of

performing a certain task or as direct result of successful

activity. As J. Harmer points out intrinsic motivation is

reinforced by the enjoyment of the process of learning as

well as a will to satisfy oneself with the amount of work

done, but not the reward expected after having it done.

Famous scholars Dennis Wiseman and Gilbert Hunt defined

intrinsic motivation as ‘a motivation to become involved in an activity

for its own sake’ [25; 49], which neutralize the effectiveness

of any good mark encouragement or material rewards for a

certain category of students. Penny Ur states that

intrinsic motivation is ‘the urge to engage in the learning activity for

its own sake’ [24; 276]. In addition to this, the scholar

emphasizes on the importance of student’s background,

beliefs and cultural differences: “Global intrinsic motivation … is

largely rooted in the previous attitudes of the learner: whether they see learning

as worthwhile, whether they like the language and its cultural, political and

ethnic associations”[24; 280]. However, despite being encouraged

by student’s inner desires, intrinsic motivation can be

stimulated by the environment, in which one is studying as

well as by a teacher, who can foster one’s attitudes ‘by

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making that clear that s/he share them’ [24; 280], or by providing

some additional information that can stimulate student’s

desire to progress. For example, involving the student,

which was noticed to have an interest in the meaning and

background of proverbs in an extra-curricular activity when

s/he is to figure out ones which developed in a certain

region. In general, there is a very slight difference

between all the definitions ostended above, as all of them

describe intrinsic motivation in the same way but in

different words.

Another type of motivation is extrinsic – one which

comes ‘from outside the learner and has to do with external rewards for

complexion of the task. Words of praise from the teacher, a privilege, and a

higher grade on a paper’. Furthermore, one more thing to be

mentioned while talking about extrinsic motivation is the

role of all these reinforcements, whether they are

effective for the process of learning or just stimulate

students’ pseudo-interest till promised reward is gained.

This issue is quite controversial, as far as the degree of

effectiveness of this type of motivation depends on a rage

of things, for instance the teacher, the personality of

student etc. In addition to this, one more drawback of

extrinsic motivation is that it can harshly undermine

intrinsic motivation, especially when we talk about younger

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groups of pupils, whose system of values is not developed

yet and their true interests can be negated by cheap tricks

encouraged by the methods of extrinsic motivation. However,

this kind of motivation is vital, when the activity is not

exciting for students, so ‘extrinsic rewards may be needed after an

activity that students find less intrinsically interesting and satisfying’ [4; 3] .

In this definition the scholar puts an emphasis on the

necessity of extrinsic motivation and specifies why it is

to be employed. Extrinsic motivation has got such sources

for encouraging the students as a wide range of ‘outside

factors, such as the need to pass exam, the hope of financial reward, or the

possibility of future travel’ [16; 51]. Most of the sources of

extrinsic motivation are not under teacher’s control, so

s/he have no impact on that field of motivating students.

According to Penny Ur this group include such factors as

‘the desire to please some other authority figure such as parents, their wish to

succeed in an external exam, or peer-group influences’ [24; 277]. All

these factors mentioned above do have an important impact

upon how students are ready to learn and progress and we

are not to underestimate the spirit of competitiveness and

desire to be the best among the group mates of a particular

student. One more defining of extrinsic motivation was

developed by scholars Wiseman and Hunt which state that

extrinsic motivation is ‘motivation to become involved in an activity as a

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means to an end’ [see 25]. Extrinsically motivated students do

not become active in learning because they find either the

whole process of learning or a certain subject to be

enjoyable, they engage in learning for concrete rewards.

Although intrinsic motivation is believed to be far

more efficient, extrinsic one also has got its strong

sides. For example, it is far easier to stimulate extrinsic

motivation than to evoke intrinsic one. According to Jeremy

Harmer, even if a person decides to take up a language

course as a matter of extrinsic motivation (needs to know

the language for travelling or job promotion), when s/he

enjoys the process of learning itself, intrinsic motivation

can be activated and reinforced as well.

Considering other typologies of motivation, the

distinction has been made also between ‘integrative’ and

‘instrumental’ motivation. Integrative motivation is based

on the desire to integrate into the target-language

culture, so a student is willing to learn a certain

language because of the pressing need to be able to

communicate with the native speakers on the sufficient

level. This type of motivation urges one to learn quicker,

as a knowledge of the certain language is vital for

comfortable living in a foreign language society and

culture. As for the other type of motivation within this

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typology – instrumental ‘contrasted with the wish to learn the language

for purposes of study or career promotion’ [24; 276]. This kind of

motivation is less effective as the will to be promoted or

to get higher salary is less pressing than the need to

speak the language of your closest surrounding, while

ignoring it is too uneasily for comfort. Famous scholars

Gardner and Lambert were the first ones to introduce this

distinction and they stated that integrative motivation was

more powerful, thou there are other scholars such as

Burstall who doubt the very idea of such a typology at all.

One more distinction which was developed by H.D. Brown

is between ‘global’, ‘situational’, and ‘task’ motivation.

Let us consider all of them down to the last detail. The

first one has more general character and is rather

universal, as it implies “the overall orientation of the learner towards

the learning of a foreign language” [24; 276]. This type of

motivation does not need any encouragement and is not

connected to any external factors such as marks or peer

attitudes. This kind of motivation combines multiplicity of

factors starting from the previous education up to social

background of a certain student. Global motivation is

evoked rather by a personality of student and his/her own

goals and desires. That is why, this type is the most

sophisticated one.

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The second type is called ‘situational’ as it is

comprised of “the context of learning (classroom, total environment)” [24;

276]. This type of motivation is not lasting, rather

creaky, and it refers only to a particular activity in a

given time, as Vallerand points out situational theory of

motivation covers “the motivation one experiences while engaging in a

particular activity the ‘here and now’ of motivation” [see 24]. It usually

happens that the environment, in which student finds

him/herself comfortable, is the most congruent for the

learning process. Here we are to mention not only a

furnishing in the class, but ambiance, so to speak

atmosphere in the class for which a teacher is responsible

as well. And the third type is called ‘task’ motivation, as

it is primarily concerned with “making the task in hand as

attractive as possible as well as in encouraging students to engage in it” [24;

276]. Even a small success which a student will get while

accomplishing a task is a huge aid to the whole learning

process, as it motivates students to do their best and seek

for new achievements.

1.2 Potential sources of motivation.

Motivation is a multilateral process which demands not

only a learner’s positive attitude, but also a favorable

surrounding and encouragement. There are various kinds of

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motivation abovementioned, but nevertheless, there are

general rules and norms of how a motivation may be awoken

and employed in the process of language acquisition.

The very first factor, which have an impact on the

students’ attitude towards the language they are to learn,

is the society in which they live. Beyond doubt, the image,

which a certain language carries in the society, plays an

important role in how willingly students start learning,

and how they are motivated to achieve certain results.

Furthermore, this source of motivation depends on the age

of the learner. For instance, considering children, we may

be interested “is the language learning part of the curriculum of high or

low status?” [16; 52]. How many academic hours are devoted to

language learning, and either is the learning of languages

in a vital part of the school life or a school is specified

in a completely another discipline. Concerning adults, the

questions in which we may be interested are as follows:

Does the knowledge of English is essential for a career

promotion? “Whether the cultural image associated with English positive or

negative?” [16; 52]. Apart from the society as a whole, a

crucial role in the establishing the right attitude to the

learning process belongs to the microsociety, in which one

finds him\herself. People who are close to students, their

parents, friends, and even peers are of a paramount

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importance to forming a student’s outlook. What matters is

whether all of them approve language learning, do they

encourage student and how they are concerned with the

potential success and failure of a student.

Another essential source of motivating a student is

the personality of teacher. The issue of a teacher’s role

in establishing student’s positive attitude towards the

language learning is rather contradicting. Some scholars

argue that teacher’s role comprises only “providing materials

and conditions for learning, while the learner takes the responsibility for his or

her own motivation and performance” [24; 276]. The given idea

belongs primarily to recent ones and is called ‘learner-

centered’ approach. On the contrary scholars headed by

Girard state that ‘it is an important part of the teacher’s job to motivate

learners’ [see 13]. Taking into consideration both viewpoints

we may identify the personality of a teacher as ‘someone who

helps rather than shouts’ [16; 53], who is ‘an entertainer in a positive

sense’, etc. According to the research concucted and a

personal experience, we may state that what makes a good

teacher is the ability to interest students, keep them busy

and activate their will to study. As J. Harmer pointed out,

that a perfect teacher is to have “the ability to control and inspire

the class is one of the fundamental skills of teaching” [15; 1].

Furthermore, another feature a good teacher ought to posses

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is the skill to communicate with the class effectively. In

order to motivate a class, teacher should adapt his/her

language to a certain audience, age group or the level of

students’ knowledge. In order to motivate language learners

a teacher’s language should not be too sophisticated so as

not to discourage students and distract their attention, as

well as not too easy, so as students feel they they already

know all.

A teacher’s role in arousing both intrinsic and

extrinsic motivation is of a great value. According to Ur

“It is in arousing of interest, perhaps, the teacher invest most effort, and get

most immediate and noticeable pay-off in terms of learner motivation” [24;

280]. That is why, teacher’s behaviour in the classrom lies

at the root of evoking students’ intrinsic interest as well

as extrinsic one, as this is a teacher who is in charge of

student’s marks. In addition to this, a teacher is to

“encourage students to take responsibility for their own work” [ 21; 22], as

well develop their aptitude for language learning. All

these aspects mentioned above are of a crusial importance

to the whole process of learning and also contribute to the

future success of a student.

1.3 The concept of sustaining motivation.

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The notion of motivation implies several aspects to be

implemented during the class. One of the most important

factors of keeping students interested and highly

encouraged to learn is called sustaing motivation. In the

previous subchapter we have considered the sources

available to initiate student’s interest, but in order to

make the process of studying effective and successful, a

teacher also is to know how to preserve student’s interest

and even boost it in the course of lesson.

It is common for a group of students to be motivated

differently, some of them are perfectly aware of what do

they want and what their goals are, while others may lack

motivation and interest. Famous scholar A. Rogers

emphasizes that “we forget that initial motivation may be weak and die;

alternatively it can be increased and directed into new channels” [16; 52].

As a matter of fact, we are to mention a teacher’s

influence on the process of sustaining motivation, as even

those come up as already intrinsically or extrinsically

motivated students seek for a teacher’s support and

encouragement. In addition to this, no matter how highly

motivated student may be, s/he may be easily distracted by

the misbehavior of peers or bored with a monotous and

uninteresting task. That is why, it is vital for any

teacher to know how to organize a lesson in order to keep

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students attentive and active. As J. Harmer points out:

“The greatest enemies of successful teaching is student boredom” [15; 1].

Further, the scholar explains that this phenomenon is

primarily caused by ‘deadening predictability’ of the lesson,

which once more shows the necessity to introduce new

activities during the class, make it more emotive and

active.

1.3.1 The role of success in sustaining motivation.

One of the most important factors which contribute to

arousing students extrinsic motivation is success. As

nothing succeeds like success, there are a plenty of

examples to prove that, as students who have succeeded in

past tasks will be more willing to start a new one, they

are definitely more confident in themselves than those who

failed and are exceedingly encouraged to do their best

performing next exercises.

Nevertheless, a teacher should beware, as complete

success as well as complete failure may be de-motivating.

Therefore, a teacher’s primary task is “to set goals task which

most of his or her students can be successful”[16; 7]. The tasks which

definitely encourage students are those, that correspond to

their language level, or rather tasks, which pupils could

realistically and satisfactory complete. There is rather a

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bad idea to introduce topics or exercises, which are too

complicated and challenging for students. Such activities

may have a negative effect on motivation. Likewise,

students may become discouraged by too low challenge

activities, as when they may lose the motivation that “they

have when faced with the right level of challenge” [16; 7].

In addition to this, it is vital to remember that

successful achieving daily exercises and tasks is not only

an instrument to motivate students, but also a key to a

vast success in the future. However, a teacher should not

get students accustomed to a permanent success, as this

will teach them to take for granted teacher’s words of

praise and form a reluctant approach to the process of

learning. Motivating students with success is definitely a

good idea, which should be used in an extremely careful

way.

Consequently, getting the level of challenge right is

one of the most important and difficult concerns for a

teacher. A teacher is one, who is responsible for students’

success or failure and have a great impact on how students

are motivated, and as a result how eager they are to learn

and perceive new material.

1.3.2 The impact of learning environment

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Classroom environment has a great influence of the

learning process – it may both motivate students and make

them reluctant to the process of learning, encourage and

distract them. Every single detail, which surrounds us has

its own influence of the way students are willing to learn.

As J. Harmer points out: “ When students walk into an attractive

classroom at the beginning of a course, it may help to get their motivation for

the process going” [16; 53]. On the contrary, when the first

thing they are faced with is an unattractive place, their

initial motivation weakens enormously.

Therefore, teacher’s task is to create pleasant

environment for students to be more active, and involved.

It is essential to make the place, where students are

learning a new language, emotionally comfortable and nice-

to-be-in. For instance, while talking about second language

acquisition, a lot of different posters, postcards and

photos related to English culture, are to be present in a

classroom. Furthermore, a teacher should keep in mind that

all the visual aids should not be outdated or old-

fashioned. For instance, before sticking posters of English

celebrities, it is vital to make sure whether these people

are popular with the young generation, and whether they are

good role model for students to follow.

28

Even the most uncared-for classrooms may be

beautifully decorated, using all kinds of pictures. Dealing

with a young students, a teacher should ask them to come up

with ideas what can be done to make their English classroom

their favorite one. A good idea is to attach student’s

drawing all over the walls, this helps to create more

gleeful atmosphere.

On the other hand, when there is no English classroom

and students occupy any other place while learning a

foreign language, an enjoyable surrounding may be created

with the help of music, funny handouts or even small and

funny warm-up exercises. In addition to this, both visual

aids and music used in the course of class should be chosen

in accordance with the age of students, their needs and

interests.

All the things aforementioned, have a powerful effect

on the developing students’ motivation. Thus, none of them

should be neglected or forgotten as all the students have

different personalities, which require implementing sundry

techniques and methods for initiating and sustaining

student’s motivation.

29

CHAPTER II . Practical ways of arousing motivation

In order to keep students interested in the topic of

the class, a teacher should provide them with “ a variety of

subjects and exercises to keep them engaged” [16; 54]. In practice, a

teacher should always know what students will be doing

during the class, how to entertain them and draw their

attention to the proper things. While considering what

activity students would like the most, a teacher also

should think how this or that exercise or task will

influence students’ knowledge perсeption, the desire to be

engaged in the class activities.

Furthermore, a teacher should take into account

students’ interests and goals. As all the information ought

to motivate students intrinsically, revoke their desire to

learn and to participate in class activities. As Jeremy

Harmer points out a teacher “have to select content, which has a good

chance of provoking interest and involvement” [16; 309]. Even thou,

teachers are to stick to a certain course book, an

imaginative teacher can transform even the most tedious

task into a fun activity or game. In addition to this, it

30

is vital to set certain goals students are to pursue,

motivate and encourage them, while performing each activity

in the course of lesson.

For a successful learning a teacher should employ

different kinds of group interaction. No matter whether

students work with each other, or in small groups,

performing a play, or any other kind of activity,

interactive experiences are much more likely to get

students interested in a subject and motivate them for

further learning, than assignments that keep them sitting

at the desks and make them speak on far-fetched topics.

2.1Achievement Goal Orientation

Setting clear goals is of a paramount importance to

the arousing students’ motivation. Learners should have a

clear picture of the objectives of the task – “both language

leaning and content” [24; 281]. The theory of using goals as an

instrument for motivating students dates back to the

researches of Dweck and Leggett (1988) and Ames and Archer

who published their work in 1987. Achievement goal

orientation is a general motivation theory, referring to

the type of goal, which a person is pursuing. The extent to

which a student is motivated depends on the type of goal

he/she strives to achieve. Students, who are aware of a

31

certain target of their studying, perform a task at hand

more obstinately, as they “persist in the face of difficulty and

frustration, will take risks and try things that they don’t already know how to

do” [see 29]. Goals influence what a student chooses to

study, how strategic they are in their study patterns, how

persistent they are in the face of difficulties, and

whether or not they are willing and able to go beyond the

course requirements.

The importance of goals consists of providing the

direction which students need to meets their needs and

accomplish a task at hand. This strategy implies the

understanding of goal as a mean to measure the progress.

For instance, it is vital to make students think about

what they are going achieve. Whatever a goal is (a positive

mark, successfully passed exam, etc), it is essential for

motivating students to emphasize on it. Also students

should be asked about how do they define success. A teacher

should know perfectly well what in fact has the most

important influence on the group of students, what makes

them fulfill tasks quickly and efficiently. Depending on

the age of students a teacher should remind students about

goals they are to achieve after either the course of the

subject or a particular task – good mark, a career, a

degree, prestige or even better social position.

32

One more method to keep students motivated by the

means of goals they are pursuing is to make them develop a

long-term plan. The main questions would be such as

follows: “where do you want to be 3-5 years from now?”,

“What do you want to be doing?”. The most important thing

concerning this method is that students’ plans should be

possible to achieve only on condition of learning a

particular subject. It is strongly recommended for students

to get very specific with their dreams and plans. If their

long-term plan is specific, goals will be specific as well.

Furthermore, is would be helpful to prioritize the goals

and make them as down-to-earth as possible. First of all,

it is necessary to figure out what goal is the most

important, and which one is to be reached in the nearest

future. The priority of efforts should be directed towards

attaining these two overriding aims. In addition to this,

it may be helpful to visualize the dream. For example,

while working with children, a teacher can ask them to draw

a picture of what they are going to do, when they have

summer holidays, or how glad their parents are to notice an

excellent mark in diaries.

On the contrary, when a group of learners consists

of adults, a teacher may ask them to think about why do

they consider the course to be necessary for them, in

33

what ways it will help them to succeed in life and to

write all their ideas and thoughts down. Then, they

should be asked to plan backwards in time and outline

the major steps they are to take in order to attain the

primary goal.

Another type of goals, which are to be set as well

are short-term goals. Such kind of aims help students to

succeed in everyday activity, performing small tasks at

hand. But one more aspect which is not to be omitted is

that these goals are to depend on long-term ones and not

the other way round. The matter is that goals set for

the future are more ambitious and stimulate students to

do their best and strive for more. While immediate

goals, those which they need to attain in the nearest

future prompt students’ every-day activity and

efficiency. Short-term goals ought to range from daily

goals to one-year goals, making a clear connection with

the most momentous one .

The goals which students are to set should be

ambitious, but realistic, challenging, but achievable.

This is teacher, who is responsible for encouraging

students to pursue their dreams as well as every-day

tasks. Furthermore, students should feel rewarded and

satisfied after each small goal they have reached, they

34

should understand that it all starts   with

o ne   small   s tep , or so to speak, one small goal.

2.2 ‘Task motivation’ method.

Tasks and activities greatly influence how and what

students learn in the course of lesson. Various tasks

have a different impact on the process of learning.

Consequently, tasks have an important role to play,

while motivating students to further language

acquisition. When we take task as a center of our

attention in the course of study of motivation, we may

use term task motivation, which was coined by scholar

Garne in 1985.

Task motivation refers to the characteristics of the

task, to task design [9; 33]. It is obvious that

different students prefer different activities, some

tasks are more interesting, more attractive and more

motivating than others. In addition to this, we should

take into consideration that it is hardly possible to

find a task all students will like, that is why it is

vital to choose different tasks and exercises for each

student to have something to enjoy during the class.

Zoltán Dörnyei states that “individual motivation for and success

at a given task are, at least partially, a function of the attitudes and beliefs

35

he/she has relative to such factors as control over the task, the perceived

value of the task, and perceived competence of the task” [9; 33].

According to Csikszentmihaly [see 8], enjoyable task

should include eight components. First, task should be

completable, second – students must have an opportunity

to concentrate on it. Third and fourth – the task has a

clear goal and immediate feedback should be provided.

Fifth, students should be so deeply involved in the

task, as to forget about everything else. Sixth –

students are able to control the activity, seven

concerns for the self disappears while being engaged in

activity. And, eighthly, sense of time is altered,

performing the task, students forget about the time.

Actually, it may be hardly possible to provide students

with such kind of task, as it is difficult to satisfy

all the criteria at the same time. That is why, a

teacher out of the variety of tasks should choose those,

which students will definitely like, and, which will

motivate and encourage them. As Brophy and Alleman point

out: “…activities that students are likely to enjoy (or at least find

meaningful and worthwhile) are preferable to activities that students are not

likely to enjoy” [3; 18]. Furthermore, while planning a lesson

both a structure and a content are to be taken into

36

account. As there are different ways to tech the same

content – interesting and tedious ones.

In practice, we may distinguish four major types of

tasks, which may be employed in the course of lesson. As

students, who learn languages, usually work either in

pairs or in small groups, the tasks should comply with

the requirements of such type of work. The system was

developed by a scholar McGrath and it consists of four

big categories with is divided into two subcategory:

Generate: planning tasks and creative tasks

(brainstorming);

Choose: intellective tasks (solving problems that have

a correct answer) and decision-making tasks (arriving

at a consensus is required);

Negotiate: cognitive conflict tasks (viewpoint conflict

is to be solved) and mixed motive tasks

( negotiations/bargaining/coalition forming);

Execute: contests/battles/competitive tasks and

performance/psychomotor tasks.

According to this classification tasks vary due to the

type of the activity as well as the target of it, as

different activities arose various types of motivation. For

instance, while working in groups students tend to develop

the competitiveness and desire to improve.Task motivation

37

also emphasizes on completely different aspect of students’

perceiving the task. Scholar Nation points out that

activities differ only in the degree of how a teacher helps

student to cope with the task, or how task help student to

“cover the gap between his/her present knowledge and the requirements of the

task” [9; 35]. According to this approach the way students

are helped to tackle the problems, which occur while

performing the lesson, have an enormous on the kind of

learning. Scholar divides tasks into four categories:

experience, shared, guided, and independent tasks.

Each category influence students in a different way.

For instance, when we want a student to develop his own

skills and experience we are to use the very first method.

If our task is to make students endeavor to cope with the

activity, but do it by themselves, we ought to employ the

method of shared tasks. While using guided type of tasks a

teacher still supports student, but independent exercises

makes a student perform everything on his/her own,

developing such personal characteristics as persistency and

reliability. Each type of exercises motivates students in

different ways. In the course of lesson, it is a good idea

to vary tasks, so there should be a wide range of different

activities to meet all students’ needs and interests.

Another distinction, which can be made in terms of tasks

38

typology divides al the tasks into open and close. Open task

do not imply a single answer, so each student may produce a

unique response. While closed tasks require only one single

answer. Two abovementioned task types have different impact

on the motivating students. “A close task is high in risk, … since the

failure is easily detectable” [9; 36]. While open tasks, which imply

different possible answers, are lower in risk, motivate

students more efficiently.

Tasks are of a paramount importance to the whole

process of language acquisition, as they contribute to

language learning, stimulating learners to “reformulate their

ideas and utterances”[9; 34]. Furthermore, activities promote

language acquisition encouraging students to endeavor to

fulfill the tasks successfully.

2.3 Motivation by a challenge

2. 3. 1 Challenge as an instrument for motivating

students.

Students are competitive, ambitious and curious by

nature, that is why a teacher’s task is just to push them,

challenge. One of the most efficient ways to motivate

students is to challenge them.

There are a lot of activities and tasks that will help

to keep students motivated using a challenge. According to

39

Penny Ur game-like activities are of a great importance in

encouraging students to learn as they “provide pleasurable

tension and challenge through the processor attaining some ‘fun’ goal while

limited by rules” [24; 281]. Such kind of tasks do encourage

students to strive for better results. As game-like

activities test their strength, persistence and skills, as

well as compare them to ones of their peers.

Furthermore, challenging students may also be part of

an ordinary task or activity. For example, when you see

students reluctant to learn, it is a good idea to ask them

to stand up one by one if they do not feel like doing the

task. Definitely, none of them will have courage to come up

with an answer, so the task will be performed as it was

planned to be.

Another strategy to motivate reluctant, disinterested

and sleepy students is to prepare them to a certain task

beforehand. First of all, a teacher should ask your class

to stand up and show that they are ready to be the best, to

perform everything in the best way and be active in the

course of class. If they’re not, tell them to remain seated

(although they all definitely will stand up). A teacher

should extend a hand into the center of the group and ask

students to repeat the action. The next step is glance at

40

them all and say: “ Now I want you to show me, prove to me that you can

listen, learn, study, and become the best students you can be” [see 29].

Game-like activities are of a special value to the

process of motivating students. This kind of activity not

only focus on more than one aspect of language - speaking

together with grammar, and pronunciation, but also help to

make learning fun by turning parts of your lessons into a

game. As long as students are eager to participate in a

fun class activity and they will be motivated to learn.

Game-like activities let students discover for themselves

simple grammatical rules and at the same time focus their

attention on the structure of the language in order to help

them to perceive new information more easily. In addition

to this, it would be a good idea to introduce new grammar

rules and vocabulary items in a form of game. “Students, in the

informal atmosphere of game play, are less self-conscious and therefore more

apt to experiment and freely participate in using the foreign language” [26;

4].

2. 3. 2 The role of game-like activities

Challenge is an essential ingredient of any game, it

fulfills it with a competitive spirit, enthusiasm and

meaning. In addition to this, while playing students

become self-motivated, they do not notice the difficulty of

41

the task while playing. Famous scholar Carrier points out

that games are to be used in the course of lesson as far as

they add variety to a range of learning situations, can

maintain motivation and refresh learners during formal

learning. Furthermore, games encourage an interest of those

students, who feel intimidated by formal classroom

situations. That is why games can be considered a powerful

motivational tool giving an opportunity for peer-

communication and reducing more usual student-teacher

interaction. Games, which may be used in a classroom, are

as follows: desk games, movement games, guessing games,

role-play games, etc. Each of group of games have its own

advantages and disadvantages.

The first type of games to be discussed is desk games.

This type includes puzzles, scrabble and similar to them

types of games. The drawback of this type of games is that

they need material, but, on the other hand, depending on

the motivational aim of game it can be performed both

individually (puzzles) and in pairs or groups (scrabble).

These games motivate students to learn new words, be able to

recognize vocabulary items during performing tasks at hand.

Another group of activities are role-play games. This

kind of games needs active performing of the learners, as

students are to communicate with each other in pairs or

42

smaller groups. A teacher plays a role of a controller of

the game itself, but also may play some minor role. Role-

play games practise speaking and listening skills, as they

imply creation communicational situation, for students to

perform (e.g. . In the hospital, or In the shop ).They highly

motivate students to improve both speaking and listening

skills, grammar and pronunciation knowledge at hand.

Guessing games are widely used in schools all over the

world. This type of activity implies one student guessing a

word and others hold the information, so as the first

student can not see it. An example of kind of game may be

Back writing or Charades. The motivational value of guessing

games consists of students’ desire to understand and be

understood, so to speak, to improve listening and speaking

skills.

Movement games imply students’ physical activity. All

children can be involved, and a teacher usually does not

participate in the game. The bright example of such kind of

games is Direction Game, when one students is blindfolded and

another tell him/her how to get to a specific place.

Movement games motivate students to develop all kinds of

skills, as it implies both communication, and using grammar

in practice.

43

2. 4 Personalization

It is generally acknowledged that everything that

concerns the personality of an individual, he/she is more

likely to memorize. The practical value of this theory

implies using student-oriented tasks and activities during

the process of second language acquisition. Employing the

elements of personalization in the process of learning

together with other abovementioned techniques will

immensely influence students’ results.

In terms of motivation, students definitely will be

more eager to learn vocabulary items which will help them

to describe themselves, their family, peers, things they

like and encounter on the daily bases. Positive effects of

personalization were reported by Cordova and Leper [see 7]

who employed elements of both personalization and choice in

an educational game for children. The results showed that

children considered those tasks, which implied an emphasize

on individuality, to be more interesting and effective.

Personalization may used in each type of classroom

activity. For instance, writing tasks should cover the

description of topics and concepts, which are topical for

students, such as description of the best friend, favorite

music band, family issues, etc. It must be clear that far-

fetched topics will never bring necessary results.

44

Exercises should also be connected with the experiences and

interests of individual students, this will make them

perform tasks more efficiently and attentively. It is a

good idea to correlate each textbook unit with a certain

part of students’ life. When it is mass-media, ask them to

bring a favorite magazine or comic book. If students are

to learn about Traveling, ask them to prepare a

presentation about the country they would like to visit.

When students are to learn vocabulary items concerned with

technology, students may like to think about what gadgets

we are it have on future, how they will function, look

like.

Famous scholar Penny Ur points out that “learners are more

likely to be interested in tasks that have to do with themselves: their own or

each other’s opinions, tastes, experiences, suggestions” [24; 281]. It is

strongly recommended to delegate to students’ thoughts,

opinions, as it will help them both to express their

opinion on a certain issue, as well as use vocabulary

items, in which a teacher is interested.

CONCLUSIONS

Motivation in the classroom is one of the most

important factors, which influence students’ language

acquisition. It is an internal driving force which leads to

action, and makes students interested and engaged in the

45

process of learning. Although, the notion of motivation is

essential to the successful learning, motivating students

is one of the most difficult tasks teachers face.

Having considered various approaches and points of

view, we may define motivation as the complex of goal-directed,

and motivational variables, capacity of personal ambitions which push a

person to be engaged in learning to the extent that they expect to succeed on

the task.

There are many different categories of motivation,

but, perhaps, intrinsic and extrinsic types of motivation

are the most frequently mentioned ones. Taking into

consideration various approaches abovementioned, we may

summarize that, in general, intrinsic motivation refers to

motivation that is driven by an interest or enjoyment in

the task itself, and exists within the individual rather

then relying on extra pressures and rewards. While extrinsic

motivation refers to the performance of an activity in order

to attain an outcome, whether or not that activity is also

intrinsically motivated.

Furthermore, other two types of motivation, which may

be mentioned are integrative and instrumental. Integrative

motivation reflects whether the student identifies

him/herself with the target culture and people or rejects

them. The more a student is involved in the foreign

46

culture, surrounding the more successful the student will

be in the classroom. On the other hand, instrumental

motivation reflects whether the student is learning the

language “for an ulterior motive, unrelated to its use by native speakers – to

pass the examination, to get a certain kind of job...” [6; 72].

In practice, students rarely are either instrumentally

or integratively motivated, and a teacher must apply all

his/her skills to make students engaged and activity,

perform the task and, finally, get a command in second

language acquisition. Although, there are a lot of methods

of motivating students in the classroom, a teacher must not

choose the only one and use it to the full. Because, as J.

Harmer points out, that teacher’s task is not to bore

students. This means that various tasks, methods and

activities are to be used in the course of class.

It is obvious that a teacher hardly has an influence

on students outside the classroom, that is why, while

motivating students to learn all the areas of students’

engagement can not be overlapped. For instance, the society

we live in as well as nearest and dearest definitely have

their own impact of the degree of students’ motivation.

That is why, the main emphasise should be put on motivation

in the classroom, which means paying attention to the

learning environment. Students should feel positive

47

atmosphere in the classroom, the physical appearance of the

classroom must be pleasant to be in, and, of course,

teachers are not to forget about interesting classes.

Moreover, a teacher should know how to challenge

students, set proper goals for them and sustain their

motivation on a certain level. Furthermore, a teacher ought

to remember that all the goals set for students are to be

real and achievable, as too demanding requirements and

strict rules will work another way round – discourage

students from learning at all.

Out of all possible activities in the course of

lesson, the most effective and beloved by students is

playing games. Game-like activities play an important role

in initiating and sustaining students’ motivation, as they

are perfect when a teacher wants to draw students’

attention to a certain vocabulary topic, memorize grammar

rules and practise speaking.Concerning the personalization

strategy, a teacher should not only emphasise on the

personal awareness of the students, but also show that the

subject is interesting for a teacher as well, make it more

personal. In addition to this, the lesson should be

interactive, it is vital to make students work with each

other, communicate in the language which they learn.

48

To summarize, we may state that initiating motivation

in the classroom is essential to successful language

acquisition, as it pushes students to learn, develop and

practise. Motivation in the classroom may be sustained with

a help of a great variety of methods and techniques which

emphasize on different sides of the given notion.

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