Motivation when learning and teaching English

elective courses

The course is devoted to the issue of motivation – the main determinant of success in foreign language learning and teaching. It covers the following topics: definitions, the models of motivation, its types, the development of research in this area and the current theory of motivation.

The course is for MA full-time students.

The course is devoted to the issue of motivation – the main determinant of success in foreign language learning and teaching. It covers the following topics: definitions, the models of motivation, its types, the development of research in this area and the current theory of motivation. The concepts presented are closely linked with the main topic, for example: international posture, Willingness To Communicate (WTC), autonomy, cultural, linguistic and other contexts. The key psychological, social and cognitive aspects of the language education process are also discussed, such as the development of collaborative learning or creating a positive atmosphere by the teacher, which have a beneficial influence on motivation. The strategies used among learners from different age groups, whose aim is to sustain or increase motivation which changes over the years, are also discussed During the course students gain knowledge about organizing their work during the lessons, creating teaching programs, using adequate materials and new technologies as well as giving feedback and evaluating learners for motivational purposes. Significant aspects of teacher motivation are also presented as well as the problem of demotivation among teachers and learners.

Issues discussed:

1. Motivation in educational psychology and foreign language learning – definitions, the development of research and theory.

2. The dynamic character of motivation, its types, and the current model of motivation and the connected concepts.

3. The L2 motivational self-system by Dörnyei (2005).

4. International posture, Willingness To Communicate (WTC), autonomy, the role of the context in language acquisition and other concepts, and motivation.

5. The behavior of a teacher, the atmosphere as well as psychological, social and cognitive processes in the foreign language classroom and motivation.

6. Motivation and the role of adults in the acquisition of a foreign language by children.

7. Motivational strategies in teaching children, teenagers and adults. The changeability of motivation depending on the context.

8. The organization of work during the lessons, feedback, evaluation, and motivation.

9. Materials and programs for teaching English and motivation.

10. New technologies, the acquisition of English outside school in an informal environment, distance learning, and motivation.

11. The teacher’s personal development and motivation. The relationship between the teacher’s and the learner’s motivation.

12. The problem of demotivation among teachers and foreign language learners.

13. Drawing to a conclusion and evaluation.

The course is for MA full-time students.

Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: CUP.

Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.

Dörnyei, Z., MacIntyre, P. D., & Henry, A. (eds.) (2015). Motivational Dynamics in Language Learning. Bristol: Multilingual Matters.

Dörnyei, Z., & Murphey, T. (2003). Group Dynamics in the Language Classroom. Cambridge: CUP.

Dörnyei, Z., & Ushioda, E. (2001). Teaching and Researching Motivation. Harlow: Pearson Education.

Dörnyei, Z., & Ushioda, E. (eds.) (2009). Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters.

Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.

Hadfield, J., & Dörnyei, Z. (2013). Motivating Learning. London: Routledge.

Lasagabaster, D., Doiz, A., & Sierra, J. M. (eds.) (2014). Motivation and Foreign Language Learning: From Theory to Practice. Amsterdam: John Benjamins Publishing Company.

Murray, G., Gao, X., & Lamb, T. (eds.) (2011). Identity, Motivation and Autonomy in Language Learning. Bristol: Multilingual Matters.

Singer, D. G., Golinkoff, R. M., & Hirsh-Pasek, K. (eds.) (2006). Play=Learning: How Play Motivates and Enhances Children’s Cognitive and Social-Emotional Growth. Oxford: OUP.

Williams, M., & Burden, R. L. (1997). Psychology for Language Teachers. Cambridge: CUP.

A selection of articles about motivation in reference to teaching and learning English.

Knowledge: The graduate is able to:

- Identify and characterize on an advanced level the place and status of linguistics within the humanities with particular emphasis on the issue of motivation in foreign language teaching (K_W01)

- Describe on an advanced level the current trends in linguistic research within English studies on motivation in the process of acquiring foreign languages (K_W02)

Skills: The graduate is able to:

- Apply advanced terminology and notions in the field of foreign language didactics (K_U01)

- Apply knowledge obtained during the course of studies to account for and solve a problem, thereby completing a research task related to the discipline linguistics, foreign language didactics in particular (KU_03)

- Analyze linguistic phenomena and draw generalizations on their basis in the context of societal, historical and economic factors on an advanced level – in the field of foreign language didactics (K_U04)

- Discern alternative methodological paradigms used within foreign language didactics (K_U05)

- Participate in group projects, collaborate with others and be a team leader in conducting collaborative research, presentations and other tasks included in the curriculum (K_U08)

- Present knowledge in a coherent, precise and linguistically correct manner in English on level C2 according to the Common European Framework of Reference for Languages, ensuring an appropriate for a given situation register and form, as well as communicate with diverse audiences (mediation competences) (K_U09)

Social competences: The graduate is ready to:

- Apply knowledge and skills obtained during the course of studies to undertake lifelong learning, as well as personal and professional development (K_K02)

- Take responsibility for performing one’s professional duties, with due respect for the work of others, obey and develop the ethical norms in professional and academic settings related to the disciplines included on the curriculum of English studies (K_K03)

- Assess critically one’s own knowledge and skills related to the studies (K_K04)

Grades are given for a final oral presentation and projects involving designing tasks for use in the classroom. Participation in discussions is also taken into consideration.

Three absences are allowed.

Re-take credit - another oral presentation and writing again the work(s) for which the student has received an unsatisfactory grade.