Intrinsic Motivation in the
classroom
In
this topic we are going to understand different kinds of intrinsic motivation
and some similar things of behavioral, cognitive, and constructivist motivation;
also we are going to define the difference between intrinsic motivation and
extrinsic motivation; there are characteristics about intrinsic education in
education and intrinsic motivation in the second language classroom in many
aspects.
Defining motivation
There
are many ways to give a definition of motivation, depending of the category of
motivation.
1. A behavioral definition
Motivation
is an anticipation of reinforcement; this is about the theory operant
conditioning of B. F. Skinner, it is when a person emits a response, without
necessarily observable stimuli, otherwise, that operant is maintained by
reinforcement. For example, if children want to learn English language they
want candies, stamps of happy faces, gold stars, etc; in case of teenagers and
adults, if they want to learn they expect to have good grades, certificates,
diplomas, awards, etc.
2. Cognitive definitions
In this aspect, motivation is
when people have the self-reward, that is when they have natural knowledge; and
also is defined in three different theories.
A. Drive theory
In
this theory there are six drives that David Ausubel elaborated: exploration,
manipulation, activity, stimulation, knowledge and ego enhacement; those drives
make students to put in practice their learning about English language, and
also to be receptive to mental, emotional, and for physical stimulation.
B. Hierarchy of needs theory
Motivation
is related with Abraham Maslow’s theory, which explains a system of needs of
human beings. There are characteristics that human beings have to be motivated
in learning English language: self-actualization, strength and status are in
esteem; in case of feelings: love, affection, security, freedom from fear;
human beings need also elements: air, water, food, rest, and exercise. Students
of any age and level need these things to learn better and dominate this
language.
C. Self- control theory
In
this theory, motivation is related with students’ decisions, or choices about
learning English language with many strategies, and their objectives that are
defined from them.
3. A constructivist definition
Each
student is motivated differently with purposes, or objectives; in this point of
view, motivation is derived in interactions with classmates and from one’s self
– determination, also motivation can be global, situational, or task oriented,
but especially students have kinds of intrinsic and extrinsic motivation.
Intrinsic and extrinsic
motivation
Intrinsic
motivation is when students want to learn English language because they’re
interested and encouraged in learning it without expecting rewards, while
extrinsic motivation is when students learn this language with the purpose of
receiving rewards.
Intrinsic motivation in education
Tests
and exams are elements that teachers apply to students to make them learn
English language better, students have to learn it so they won’t be depending
of rewards and they will have chances of self – actualization, and more
capacity of deciding their goals.
Intrinsic motivation in the
second language classroom
Teachers
must apply a lot of strategies using grammatical structures to make students
learn better, students have to think in the second language in writing,
reading, listening and speaking so they will develop their capacity to understand
and communicate English language.
Bibliography:
My
class of Intrinsic Motivation
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