t9 Techniques to Raise Students Motivation (1)

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Administracin Federal de Servicios Educativos en el Distrito Federal

Direccin General de Innovacin y Fortalecimiento Acadmico

Direccin de Programas de Innovacin Educativa

Coordinacin del Programa de Ingls en el Distrito Federal

TECHNIQUES TO RAISE STUDENTS

MOTIVATION IN CLASS

Workshop

Booklet

April, 2013


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DIRECTORY

Dr. Luis Ignacio Snchez Gmez

Administrador Federal de Servicios Educativos en el Distrito Federal

Jenny Taboada Coblentz

Coordinadora del Programa de Ingls en el Distrito Federal


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PURPOSE

1. To gain a better understanding of motivation in general.2. To learn about one model of motivation in detail.3. To identify practical techniques for applying that model to language/teaching/learning.

CONTENTS

1. Understanding motivation in general1.1 Impact of motivation1.2 Motivation Research

1.2.1 Drive Theories

1.2.2 Behaviorism

1.2.3 Cognitive approaches

1.2.4 Socio-cognitive approaches

1.2.5 Language Learning

2. Motivation achievement2.1 Vrooms Theory

3. The conversation game

Glossary

Bibligraphy

Annex

1. Cycle 1 Social Practice 4B (1st Grade)2. Cycle 2 Social Practice 4B (3th Grade)3. Cycle 3 Social Practice 3B (6th Grade)


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1. UNDERSTANDING MOTIVATION IN GENERAL

1.1The Impact of MotivationMotivation is the force that initiates, guides and maintains goal-oriented behaviors. It is what causes us

to take action, whether to grab a snack to reduce hunger or enroll in college to earn a degree. The forces

that lie beneath motivation can be biological, social, emotional or cognitive in nature.

Researchers have developed a number of different theories to explain motivation. Each individual theory

tends to be rather limited in scope. However, by looking at the key ideas behind each theory, one can

gain a better understanding of motivation as a whole.

1.2Motivation Research1.2.1 Drive Theories

The terms drive theory and drive reduction theory refer to a diverse set of motivational theories in

psychology.

In Freudian psychoanalysis, drive theory refers to the theory of drives, motivations, or instincts that have

clear objects.

Learning theory

According to such theorists drive reduction is a major cause of learning and behavior. Primary drives are

innate drives (e.g. thirst, hunger, and sex), whereas secondary drives are learned by conditioning (e.g.

money). Doris Kraeling and Byron Campbell experimented to determine if reduction would be more

effective as a reinforcer if the initial drive were lower than if the initial drive were higher. Their

findings are quite surprising; Changes in stimuli are more discriminable at low levels of stimulus

intensity than at higher levels of stimulus intensity.

Multiple drives are what happen when an organism is faced with more than one need at the same time.

Research has shown that this condition has an impact on learning. In psychological vernacular


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generalized conditioned reinforcement has greater learned reward value than a simple conditioned

reinforcement. These findings mean that multiple drives lead to quicker learning than a singular drive.

Early attachment theory

In early attachment theory, behavioral drive reduction was proposed by Dollard and Miller (1950) as an

explanation of the mechanisms behind early attachment in infants. Behavioral drive reduction theory

suggests that infants are born with innate drives, such as hunger and thirst, which only the caregiver,

usually the mother, can reduce. Through a process of classical conditioning, the infant learns to

associate the mother with the satisfaction of reduced drive and is thus able to form a key attachment

bond. However, this theory is challenged by the work done by Harlow, particularly the experiments

involving the maternal separation of rhesus monkeys, which indicate that comfort possesses greater

motivational value than hunger.

Social psychology

In social psychology, drive theory was used by Robert Zajonc in 1965 as an explanation of the

phenomenon of social facilitation. The audience effect notes that in some cases the presence of a passive

audience will facilitate the better performance of a task, while in other cases the presence of an audience

will inhibit the performance of a task. Zajonc's drive theory suggests that the variable determiningdirection of performance is whether the task is composed of a correct dominant response (that is, the

task is perceived as being subjectively easy to the individual) or an incorrect dominant response

(perceived as being subjectively difficult).

1.2.2 Behaviorism

a) Pavlov

The school of psychology called "behaviorism" dominated the earliest research into learning and

motivation. In 1903, Russian psychologist Ivan Pavlov reported that he could train dogs to salivate at

the sound of a bell and other cues normally unrelated to this otherwise instinctual behavior, an

association later called "classical conditioning."


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b) Skinner

B.F. Skinner's radical behaviorism brought the movement to its greatest extreme, removing the role of

human thought and feeling. In "Verbal Behavior," published in 1957, Skinner summarized the brain as

a simple input-output system, where even the complexity of language was simply a byproduct of

environmental feedback.

c) Maslow

Humanistic theories of motivation are based on the idea that people also have strong cognitive reasons

to perform various actions. This is famously illustrated in Abraham Maslow's hierarchy of needs, which

presents different motivations at different levels. First, people are motivated to fulfill basic biological

needs for food and shelter, as well as those of safety, love and esteem. Once the lower level needs have

been met, the primary motivator becomes the need for self-actualization, or the desire to fulfill one's

individual potential.

1.2.3 Cognitive ApproachesIt is a theory that seeks to explain human behavior in terms of the examination and consideration of

received information, as opposed to an inbuilt set of instructions that govern responses to different

situations. In other words, a human action results from a process of thought, rather than an automated

response based on preprogrammed rules.

Psychologists and behavioral scientists generally recognize two forms of motivation, although this is not

universally accepted.Intrinsic motivation refers to tasks that are rewarding in and of themselves, such as

the pleasure of solving a puzzle, learning, or playing a game. In these cases, the motivating factor isinternal.Extrinsic motivation involves engaging in a task because of external factors, such as working for

money and food, or taking actions to avoid harm. Theories of motivation attempt to explain how

behavior directed by these factors comes about.


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1.2.4 Socio-Cognitive ApproachesIt refers to a psychological model of behavior that emerged primarily from the work of Albert Bandura

(1977; 1986). Initially developed with an emphasis on the acquisition of social behaviors, SCT

continues to emphasize that learning occurs in a social context and that much of what is learned is

gained through observation. SCT has been applied broadly to such diverse areas of human functioning

as career choice, organizational behavior, athletics, and mental and physical health. SCT also has been

applied extensively by those interested in understanding classroom motivation, learning, and

achievement (Pajares, 1996; Schunk & Zimmerman, 1994; 1998).

1.2.5 Language LearningIdentified as the learner's orientation with regard to the goal of learning a second language; it means the

learner's positive attitudes towards the target language group and the desire to integrate into the target

language community.

Integrative orientation refers to a learners desire to learn more about the cultural community of the

target language or to assimilate to some degree in the target community. Integrative orientation refers to

a desire to increase the affiliation with the target community.

Instrumental orientation, in contrast, is a more utilitarian orientation; it refers to learners desire to learn

the language in order to accomplish some non-interpersonal purpose such as to pass an exam or to

advance a career.


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2. ACHIEVEMENT MOTIVATION

Psychologist David McClelland studied workplace motivation extensively and theorized that workers as

well as their superiors have needs that influence their performance at work. One of these needs is

Achievement Motivation - which can be defined as an individual's need to meet realistic goals, receive

feedback and experience a sense of accomplishment.

1.3Vrooms TheoryThe Expectancy Theory of Motivation (Porter & Lawler, 1968; Vroom, 1964) is one of the process

theories, proposed byVictor Vroom of Yale School of Management in 1964.

Vroom stresses and focuses on outcomes, and not on needs unlike Maslow and Herzberg; it states that

the intensity of a tendency to perform in a particular manner is dependent on the intensity of an

expectation that the performance will be followed by a definite outcome and on the appeal of the

outcome to the individual; it assumes that behaviour results from conscious choices among alternatives

whose purpose is to maximize pleasure and minimize pain.

Together with Edward Lawler and Lyman Porter, Victor Vroom suggested that the relationship

between people's behaviour at work and their goals was not as simple as was first imagined by otherscientists. Vroom realized that an employee's performance is based on individuals factors such as

personality, skills, knowledge, experience and abilities.

The theory suggests that although individuals may have different sets of goals, they can be motivated if

they believe that:

There is a positive correlation between efforts and performance, Favourable performance will result in a desirable reward, The reward will satisfy an important need,

The desire to satisfy the need is strong enough to make the effort worthwhile.

We can see this theory as a model of behavioural choice, that is; as an explanation of why individuals

choose one behavioural option over others. In doing so, it explains the behavioural direction process. It

does not attempt to explain what motivatesindividuals, but rather how they make decisions to achieve

the end they value. What follows is a brief summary of this model.


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The theory is based upon the following beliefs:

Expectancy

Employees have different expectations and levels of confidence about what they are capable of doing.

Management must discover what resources, training, or supervision employees need.

InstrumentalityThe perception of employees as to whether they will actually get what they desire even if it has been

promised by a manager. Management must ensure that promises of rewards are fulfilled and that

employees are aware of that.

Valence

Valence refers to the emotional orientations people hold within the outcomes (rewards). The depth of

the want of an employee for extrinsic (money, promotion, time-off, benefits in general) or intrinsic

[satisfaction] rewards. Management must discover what employees find valuable.Vroom suggests that an employee's beliefs about Expectancy, Instrumentality, and Valence interact

psychologically to create a motivational force such that the employee acts in ways that bring pleasure

and avoid pain.


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3. THE CONVERSATION GAME

Read the passage below and answer the questions.

WORLD LANGUAGE

Vocabulary

Expand- to get bigger

Conduct business- do business

Force someone to do something- make someone do something, probably something that they

do not want to do.

Translate- to rewrite in a different language

Tongue- language

Currently, the world does not have a common language. However, long periods of peace have typically

been accompanied by a common language. When the Roman Empire expanded, many people in that

area of the world learned to speak Latin or Greek, and the use of these common languages enabled

people to conduct business more easily. Today, are faced with the possibility of having a worldwide

common language, and many have debated what language this should be.

There are several obvious advantages to having a common language. Were we to all speak the

same language, we could communicate with people from other cultures more easily. And thus perhapsreduce conflicts? Similarly, if works of literature were translated into a common language, anyone who

understood the common language could access works of literature from around the globe.

Another obvious advantages to having a common language is the ability of people to travel and

study in foreign countries. Currently, most academic work is done in English. Most international


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journals are published in English, and many universities, even outside of English speaking countries,

conduct course work in English, so having a common language has definitely enabled people from

around the globe to study diverse subjects ranging from mathematics, science, and engineering to music,

art, and literature.

However, there are also many arguments against having a common tongue. Perhaps the most

convincing argument to not having a common tongue is the fact that many languages would be lost as

people would begin communicating only the common tongue and leaving the language of their region

or country behind. In fact, over the last few hundred years, thousands of languages have already

disappeared, and this alarming trend is expected to continue. Scholars who study languages have

pointed to the great loss in human knowledge: different languages may function completely differently,

and we could learn a great deal by studying many of these languages, but once the languages are dead

(not spoken by anyone anymore, they can no longer be studied), at least in their spoken forms cannot be

studied.

Others have argued that ones identity is deeply tied to ones language. By forcing everyone to

speak the same language, we would lose a great deal of diversity, and more importantly, works ofliterature would lose much of their meaning when translated into a foreign tongue. This is particularly

an issue with religious texts. Many Christians spend a great deal of effort learning the languages that the

Bible was written in order to better understand it. The holy book of Muslims, The Quran, should not

be translated but rather read only in its original form.

Finally, choosing one language over all other language would unfairly favor one culture group orgroups over others. Thus, for example, selecting English would favor the UK, the US and other English

speaking countries over all non-English speaking countries.


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1. Do you think that the world should have a common language? If so, what language should itbe?

__________________________________________________________________________

__________________________________________________________________________

2. Would a common language help international commerce? Do you see any disadvantages tohaving a common language for the business world?

__________________________________________________________________________

__________________________________________________________________________

3. Would having a common language help to resolve or limit cultural conflicts among peoples?Would we have fewer wars?

__________________________________________________________________________

__________________________________________________________________________

4. Would it be beneficial for all literature to be translated into a common language? Shouldliterature be kept in its original language? Why or why not?

__________________________________________________________________________

__________________________________________________________________________

5. Does selecting one language as a common language (e.g. English) unfairly favor people fromcountries who speak that language? If so, is this a reason not to have a common language? In

other words, should we avoid creating a common language in order not to favor particular

countries?

__________________________________________________________________________

__________________________________________________________________________


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GLOSSARY

Expectancy

That individuals feel they can be successful at whatever task they try to do or whatever they try to learn.

Need (instrumentality)

That individuals feel that there is a distance or gap between where they are or what they know and

where they need to be.

Value (valence)

That individuals feel that is some incentive to do or learn.


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BIBLIOGRAPHY

R. C. Gardner, Social Psychology and Second Language Learning: The role of Attitudes and

Motivation. London: Edward Arnold. (1985).

F. Keblawi, A Review of Language Learning Motivation Theories.Jameea. (12). 23-57.

Management and Motivation, Vroom, V.H., Deci, E.L., Penguin 1983 (first published 1970)

Drive: The surprising truth about what motivates us (Hardcover) by Daniel H. Pink (Goodreads

Author)

R. C. Gardner, (2001). Language Learning Motivation: The Student, the Teacher, and the

Researcher. Texas Papers in Foreign Language Education, (2001). 7, 1-18. E-mail:

[email protected] page: http://publish.uwo.ca/~gardner/

Play and play Reader`s book. Susana Ramirez Feliz. Programa Nacional de Ingles en Educacin Bsica.

Editorial Nuevo Mxico.

English and Me. Antonio Fernndez Freire. programa de Educacin Bsica. CENGAGE. Julio 2011

The Conversation Game. Curt Reese. Austin, Texas. August 2012

WEB SITESTheories of Motivation. A Closer Look at Some Important Theories of Motivation By Kendra Cherry

http://psychology.about.com/od/psychologytopics/tp/theories-of-motivation.htm

The princess and the pea. http://childhoodreading.com/?p=5


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ANNEX 1

Cycle 1 Social Practice 4B (1st Grade)

The Lion and the Mouse

By Aesop.

One day, a lion was sleeping. A noise woke him. The angry lion put his big paw on the little mouse.

The mouse was scare. The mouse said, Please, let me go. Ill help you someday. The lion laughed, but

let the mouse go.

A few day later, the lion was trapped in a hunters net. The sad lion roared. The whole forest trembled

with his roars.

The mouse helped the lion. The mouse used his sharp little teeth to cut the strong ropes. The lion was

free. The lion and the mouse became friend and were happy.


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ANNEX 2

Cycle 2 Social Practice 4B (3th Grade)

The princess and the pea

By Hans Christian Andersen

There was once a prince, and he wanted a princess, but then she must be a real Princess. He travelled

right around the world to find one, but there was always something wrong. There were plenty of

princesses, but whether they were real princesses he had great difficulty in discovering; there was always

something which was not quite right about them. So at last he came home again, and he was very sad

because he wanted a real princess so badly.

One evening there was a terrible storm; it thundered and lightninged and the rain poured down in

torrents; indeed it was a fearful night.In the middle of the storm somebody knocked at the town gate,

and the old King himself sent to open it.

It was a princess who stood outside, but she was in a terrible state from the rain and the storm. The

water streamed out of her hair and her clothes; she ran in at the top of her shoes and out at the heel, but

she said that she was a real princess.Well we shall soon see if that is true, thought the old Queen, but she said nothing. She went into the

bedroom, took all the bed clothes off and laid a pea on the bedstead: then she took twenty mattresses

and piled them on top of the pea, and then twenty feather beds on top of the mattresses. This was

where the princess was to sleep that night. In the morning they asked her how she had slept.

Oh terribly bad! said the princess. I have hardly closed my eyes the whole night! Heaven knows what

was in the bed. I seemed to be lying upon some hard thing, and my whole body is black and blue this

morning. It is terrible!

They saw at once that she must be a real princess when she had felt the pea through twenty mattressesand twenty feather beds. Nobody but a real princess could have such a delicate skin.

So the prince took her to be his wife, for now he was sure that he had found a real princess, and the pea

was exhibited the Museum, where it may still be seen if no one has stolen it.

Now this is a true story.


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ANNEX 3

Cycle 3 Social Practice 3B (6th Grade)

Problems at school

At school, some students are victims of problems such as physical or verbal violence, and bullying. It is

very important to know about these problems in order to prevent them.

Some children think that it is fun to bother their classmates; however, it is not fun but dangerous.

Everybody in the school should share nice experiences helping each other to learn new things every day.

Unfortunately, nowadays bullying is becoming common at schools.

What`s bullying?

Bullying involves physical, verbal and psychological attacks. It is when someone intimidates a victim

who cannot defend himself or herself, usually because of size or strength.

Bullying has different forms: hitting, kicking, using nicknames, saying or writing bad things about the

other, making them feel uncomfortable or scared, and taking or damaging their things.

Physical Bullying

It is normal to play with classmates and friends; but, when someone hurts while playing and he or she

does it on purpose, it can be dangerous.

Physical bullying includes hitting, kicking, slapping, pinching, and pushing and even destroying

personal belongings.

Verbal BullyingThis kind of bullying is when someone uses language to gain power over over others. It usually includes

insults and bad words; for example, when someone makes fun of others` physical appearance, culture,

race, or religion; or when someone spreads rumors about others.


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Gesture Bullying

It is non-verbal kind of bullying. It is when someone uses unkind gestures that can be frightening. If

someone usually looks at you and makes you feel uncomfortable, you should talk about it with other

people around you, especially your teachers and parents.

Extortion Bullying

Some children receive money from their parents to buy a snack at school during lunch time. However,

some students force others to give them their money or even their food. Remember that nobody can

force you to do anything that you don`t like. Everybody should respect other`s belongings.

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