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Motivational strategies in the language classroom

Zoltán. Dörnyei
"When trying to explain success or failure in second/foreign languages (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."--Jacket
Print Book, English, 2001
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Cambridge University Press, Cambridge, 2001
Cambridge language teaching library
vii, 155 pages ; 24 cm
9780521790291, 9780521793773, 0521790298, 0521793777
47232652
Anglais (Langue) Étude et enseignement Allophones
English language Study and teaching Foreign speakers
Fremdsprachenunterricht
Fremdsprachenunterricht.
Langue seconde Acquisition
Lernmotivation
Lernmotivation.
Lernpsychologie
Motivation en éducation
Motivation in education
Second language acquisition
Sprachunterricht
Introduction: What this book is about and how it can be used1(1)
Is there such a thing as `motivation'?
1(1)
About the content of this book
2(1)
How to use this book
3(2)
Background knowledge
5(26)
Different approaches to understanding motivation
6(17)
Motivating people
23(5)
Motivational strategies
28(3)
Creating the basic motivational conditions
31(19)
Appropriate teacher behaviours
31(9)
A pleasant and supportive atmosphere in the classroom
40(2)
A cohesive learner group with appropriate group norms
42(8)
Generating initial motivation
50(21)
Enhancing the learners' language-related values and attitudes
51(6)
Increasing the learners' expectancy of success
57(2)
Increasing the learners' goal-orientedness
59(3)
Making the teaching materials relevant for the learners
62(4)
Creating realistic learner beliefs
66(5)
Maintaining and protecting motivation
71(46)
Making learning stimulating and enjoyable
72(6)
Presenting tasks in a motivating way
78(3)
Setting specific learner goals
81(5)
Protecting the learners' self-esteem and increasing their self-confidence
86(11)
Allowing learners to maintain a positive social image
97(3)
Promoting cooperation among the learners
100(2)
Creating learner autonomy
102(7)
Promoting self-motivating learner strategies
109(8)
Rounding off the learning experience: Encouraging positive self-evaluation
117(18)
Promoting motivational attributions
118(4)
Providing motivational feedback
122(3)
Increasing learner satisfaction
125(2)
Offering rewards and grades in a motivating manner
127(8)
Conclusion: Towards a motivation-sensitive teaching practice135(11)
The `good enough motivator'
135(1)
A stepwise approach
136(8)
Please consider sharing your experiences
144(2)
References146(7)
Index153