CHAPTER 5 INTRINSIC MOTIVATION IN THE CLASSROOM

CHAPTER 5

INTRINSIC MOTIVATION IN THE CLASSROOM

v  DEFINING MOTIVATION

This motivation in varying ways, depending on the theory of human behavior you adopt. Let’s look at theories of motivation in term of threedifferent viewpoints. One of these perspectives is a traditional view of motivation that accounts for human behavior through a behavioral paradigm that stresses the importance of rewards and reinforcement.

1.      A behavioral definition

A behavioral would define motivation as “the anticipation of reinforcement.” We do well to heed the credibility of such a definition. There is no question that a tremendous proportion of what we do is motivated by an anticipated reward. And then reinforcement theory is a powerful concept for the classroom. Learners, like the proverbial horse running after the carrot, pursue goals in order to receive externally administered rewards: praise, gold stars, grades, certificates, diplomas, scholarships, careeis, financlal independence, and ultirnately happiness. 

2.      Cognitive definition

Cognitive psychological viewpoint offer quite a different perspective on motivation. While rewards are very much a part of the whole picture, the difference lies in the sources of motivation and in the power of self-reward.

3.      A constructivist definition

A constructivist view of motivation places even further emphasis on social context as well as individual personal choices. Each person is motivated differently, and will therefore act on his or her environment in ways that are unique. And can be seen as constructivist in that ultimate attainment of goals is partly due to factors involving community, belonging, and social status. Motivation, in a constructivist view, is derived as much from our interactions with others as it is from one’s self-determination.

v  INTRINSIC AND EXTRINSIC MOTIVATION

The other intrinsic and extrinsic motivation designates a continuum of possibilities of intensity of feeling or drive, ranging from deeply internal, self-generated rewards to strong, externally administered rewards from beyond oneself. And intrinsically motivated activities are ones for which there is no apparent reward except the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward. Intrinsically motivated behaviors are aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self-determination. And then extrinsically motivated behaviors, one the other hand, are carried out in anticipation of a reward from outside and beyond the self. Typical extrinsic rewards are money, prizes, grades, and even certain types of positive feedback. Behaviors initiated solely to avoid punishment are also extrinsically motivated, even though numerous intrinsic benefits can ultimately accrue to those who, instead, view punishment avoidance as challenge that can build their sense of competence and self-determination.

v  INTRINSIC MOTIVATION IN EDUCATION

Intrinsically motivated education is traditionally, elementary and secondary schools are fraught with extrinsically motivated behavior. The school curriculum is dictated by institutions (sometimes politically influenced) and can be far removed from even the teacher’s choice. And then the consequence of such extrinsic motivators is that schools all too often teach students to play the “game” of pleasing teachers and authorities rather than developing an internalized thirst for knowledge and experience. The administration of grades and praises for being a “good child” builds a dependency on immediate M&M gratification.

v  INTRINSIC MOTIVATION IN THE SECOND LANGUAGE CLASSROOM

Actually, every technique in your language classroom can be subjected to an intrinsic motivation “litmus test” to determine the extent to which they adhere to this powerful principle. And then determine whether something you’re doing in the classroom is contributing to your students’ intrinsic drives.

REFERENCES

Dörnyei, Z. (2005). Motivation and “self-motivation.” In Z. Dörnyei, The psychology of the language learner: Individual differences in second language acquisition (pp. 65-119). Mahwah, NJ: Lawrence Erlbaum Associates.

Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge, UK: Cambridge University Pres.

Deci, E. (1975). Intrinsic motivation. New York: Plenum Press.

Bron H.Douglas (2007). Teaching by principles an interactive approach to language pedagogy. Person: Longman, San Francisco State University.

Raffini, J. (1996). 150 ways to increase intrinsic motivation in the classroom. Needham Heights, MA: Allyn & Bacon.