Motivation

Motivation in English Language Teaching
This document summarizes key themes and insights from excerpts of "Motivation.pdf" by Martin Lamb, a chapter focusing on the crucial role of motivation in English Language Teaching (ELT).
Core Themes:
Defining Motivation: Motivation, while intangible, is the driving force behind initiating and sustaining goal-oriented activities. In ELT, it encompasses various factors like learners' reasons for learning, goals, desire, attitudes, enjoyment, effort, and self-regulation.
Shifting Perspectives on L2 Motivation: Traditional socio-psychological models like Gardner's, emphasizing integrative (cultural integration) and instrumental (practical benefits) orientations, are becoming less relevant in the era of English as a global lingua franca. Contemporary research highlights the significance of self-conception and internal motivations.
The L2 Motivational Self-System: This framework, proposed by Dörnyei, emphasizes the interplay of:
Ideal L2 self: A vision of oneself as a proficient English user in the future.
Ought-to L2 self: A sense of obligation to learn based on external expectations.
L2 Learning Experience: The motivational impact of the learning process itself, including teaching methods, materials, and classroom dynamics.
Self-Determination Theory (SDT): This theory posits that motivation exists on a spectrum from extrinsic (external rewards) to intrinsic (inherent enjoyment). SDT highlights the importance of fulfilling learners' needs for autonomy, competence, and relatedness to foster internalized motivation.
Holistic Perspectives: Qualitative research emphasizes the complexities and contradictions of individual learner motivation, shaped by factors like identity, social context, and personal experiences.
Motivating Learning Experience: The chapter explores the causes of demotivation, such as unengaging teaching methods, lack of practice opportunities, exam pressure, and poor teacher-student relationships. Conversely, it delves into motivational teaching strategies, including those informed by the L2 motivational self-system and SDT.
Future Directions: ELT motivation research is moving towards:
Understanding the dynamic and complex nature of motivation, using approaches like dynamic systems theory and the concept of directed motivational currents (DMCs).
Conducting context-specific studies to explore motivational variations across regions, ages, genders, and socio-economic backgrounds.
Recognizing the vital role of English teacher motivation in fostering student engagement and success.
Important Ideas & Facts:
The power of the Ideal L2 self: "The clearer and more powerfully ‘felt’ the vision, the more likely it is to engender effort to learn, as we constantly compare our actual self with this future self and work to overcome the discrepancy we notice between the two."
SDT and Internalization: "With increasing internalization (and its associated sense of personal commitment) come greater persistence, more positive self-perceptions, and better quality of engagement." - Ryan and Deci (2000)
The impact of teaching on motivation: "There is something about the very organization of teaching and learning that, for many learners, systematically kills their motivation to learn." - Littlejohn (2008)
Teacher-student relations: "Poor teacher-student relations, especially where teachers are ‘distant’, perhaps because they lack motivation or self-confidence themselves…"- Lamb
Developing vs. motivating: There is a difference between short-term "motivating" and long-term "developing" of internally driven motivation.
The role of the inspiring teacher: Inspiring teachers are often characterized by their commitment to the profession and genuine care for their learners, leading to long-lasting positive impacts.
The need for context-specific research: Understanding motivational variations across diverse learners and contexts is crucial for developing effective teaching practices.
Teacher motivation crisis: Addressing the issues of teacher stress, burnout, and lack of motivation, particularly in developing countries, is crucial for improving the overall quality of ELT.
Conclusion:
This chapter underscores the multifaceted and dynamic nature of motivation in ELT. By moving beyond simplistic models and embracing the complexity of individual learner experiences within diverse contexts, researchers and practitioners can collaboratively develop more effective approaches to fostering and sustaining learner motivation.