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MOTIVATION
Csizér (2017) - Coggle Diagram
MOTIVATION
Csizér (2017)
Key Concepts
Motivation: Effort, persistence, and energy directed toward achieving L2 proficiency.
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Ideal L2 Self: The vision learners hold of themselves as successful L2 users. Ought-to L2 Self: External pressures and obligations shaping motivation
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Demotivation: The loss of motivation due to internal or external factors. Amotivation: lack of motivation
Dynamic Systems Theory (DST): Motivation is viewed as dynamic and context-dependent, influenced by fluctuating classroom variables.
Motivational Self-system Theory (Dörnyei): motivation involves the process of reducing the discrepancy between an individual's actual self and ideal or ought selves
Empirical Findings
Role of Teachers
Teachers significantly influence students’ motivation through strategies like providing feedback, promoting autonomy, and maintaining enthusiasm.
Tools like the MOLT (Motivation Orientation in Language Teaching) framework show a positive correlation between teacher strategies and student motivation.
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Group Dynamics
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Peer interactions can either motivate or demotivate, depending on group dynamics.
Demotivation
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Key factors include teacher behaviour, mismatched teaching methods, and task design.
Relevance to SLA
Motivation is a central variable in L2 learning, shaping how students engage with instruction and persist in their efforts.
The interplay between teacher influence, task design, and group dynamics underscores the importance of tailoring instructional approaches to foster motivation in diverse classroom contexts.
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Pedagocial Implications
Teacher Strategies
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Develop learners’ ideal L2 selves through vision-building activities like guided imagery and goal-setting.
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