Motivational Strategies in the Language Classroom

Enhanced descriptions from Syndetics:

When trying to explain success or failure in second/foreign language (L2) learning, the term 'motivation' is often used by teachers and students alike. Indeed, motivation is one of the key learner factors that determine the rate and success of L2 attainment: it provides the primary impetus to initiate learning the L2 and later the driving force to sustain the long and often tedious learning process. Without sufficient motivation, even individuals with the most remarkable abilities cannot accomplish long-term goals. This book takes a practical approach to teaching motivational strategies in the language classroom and gives the teacher 35 motivational strategies that they can use with language learners.

Table of contents provided by Syndetics

• Introduction: What this book is about and how it can be used (p. 1)
• Is there such a thing as 'motivation'? (p. 1)
• About the content of this book (p. 2)
• How to use this book (p. 3)
• 1 Background knowledge (p. 5)
• 1.1 Different approaches to understanding motivation (p. 6)
• 1.2 Motivating people (p. 23)
• 1.3 Motivational strategies (p. 28)
• 2 Creating the basic motivational conditions (p. 31)
• 2.1 Appropriate teacher behaviours (p. 31)
• 2.2 A pleasant and supportive atmosphere in the classroom (p. 40)
• 2.3 A cohesive learner group with appropriate group norms (p. 42)
• 3 Generating initial motivation (p. 50)
• 3.1 Enhancing the learners' language-related values and attitudes (p. 51)
• 3.2 Increasing the learners' expectancy of success (p. 57)
• 3.3 Increasing the learners' goal-orientedness (p. 59)
• 3.4 Making the teaching materials relevant for the learners (p. 62)
• 3.5 Creating realistic learner beliefs (p. 66)
• 4 Maintaining and protecting motivation (p. 71)
• 4.1 Making learning stimulating and enjoyable (p. 72)
• 4.2 Presenting tasks in a motivating way (p. 78)
• 4.3 Setting specific learner goals (p. 81)
• 4.4 Protecting the learners' self-esteem and increasing their self-confidence (p. 86)
• 4.5 Allowing learners to maintain a positive social image (p. 97)
• 4.6 Promoting cooperation among the learners (p. 100)
• 4.7 Creating learner autonomy (p. 102)
• 4.8 Promoting self-motivating learner strategies (p. 109)
• 5 Rounding off the learning experience: Encouraging positive self-evaluation (p. 117)
• 5.1 Promoting motivational attributions (p. 118)
• 5.2 Providing motivational feedback (p. 122)
• 5.3 Increasing learner satisfaction (p. 125)
• 5.4 Offering rewards and grades in a motivating manner (p. 127)
• Conclusion: Towards a motivation-sensitive teaching practice (p. 135)
• The 'good enough motivator' (p. 135)
• A stepwise approach (p. 136)
• Please consider sharing your experiences (p. 144)
• References (p. 146)
• Index (p. 153)