Desire to learn: physical, emotional, informational and intellectual aspects of motivation

Motivation is defined as one fourth of one’s desire to achieve a certain goal. In this article we will talk about a student’s desire to acquire knowledge of a foreign language. The strength and consistency of the... [ view full abstract ]

Motivation is defined as one fourth of one’s desire to achieve a certain goal. In this article we will talk about a student’s desire to acquire knowledge of a foreign language. The strength and consistency of the motivation depends on the foreign language lessons’ ability to meet the learners’ physical, emotional, information, and intellectual needs. These four groups of needs correspond to four possible types of motivation that teachers can use in the classroom.
Learners’ personalities and life experiences vary considerably, and so do, accordingly, their needs. Thus, no single type of motivation works for every student. Additionally, the triggers for one students’ motivation might change from year to year. A thorough understanding of the stimulus that predefines our students’ patterns of conduct in the classroom and their attitudes toward the language itself is crucial for determining which method is most effective at inspiring students’ interest, increasing their sense of responsibility and improving their classroom performance. This paper aims at providing foreign language teachers with strategies to increase the four types of motivation based on students’ needs. It gives practical tips and concrete examples to use in language classes. Finally, it shows possible ways of their successful integration into universities programs of study.

Key words: motivation, foreign language learning, students’ needs

This presentation will help the participants to overcome a pervasive “bad teacher self-doubt” which appears whenever students seem not to be interested in the subject; to understand the physical, emotional, informational... [ view full abstract ]

This presentation will help the participants to overcome a pervasive “bad teacher self-doubt” which appears whenever students seem not to be interested in the subject; to understand the physical, emotional, informational and intellectual facets of motivation and possible ways of their successful integration into a foreign language class.