1. Lesson 1
Motivation

2. WHY DO PEOPLE LEARN LANGUAGES?
In pairs make a list of reasons for learning English that people might have

3. Reasons for Learning Languages
on the school curriculum
the international language of communication - opportunities for advancement in people´s professional lives
living either temporarily or permanently in a target language community (TLC) - to survive in that community
ESP - English for Specific (or Special) Purposes (sometimes called EOP (English for Occupational Purposes)
to write reports, essays or take part in seminars - EAP (English for Academic Purposes)
Students of medicine or other scientific disciplines need to be able to read articles and textbooks about their subject in English. This is often referred to as EST (English for Science Technology)
Culture - attracted to the culture of one of the TLCs

4. MOTIVATION
In pairs – create a defïnition of motivation

5. Motivation
some kind of internal drive that encourages someone to do something. If we discover a goal and that goal is attractive to us then we will want to achieve it.
Make a list of SHORT-TERM GOALS and LONG-TERM GOALS
Is it easier to motivate students with long-term or short term goals?

6. Types of motivation
EXTRINSIC MOTIVATION - concerned with factors outside the classroom
INTRINSIC MOTIVATION - concerned with that which takes place inside the classroom

7. EXTRINSIC MOTIVATION Integrative motivation
learners attracted by the culture of the Target Language Community and in its strongest form want to integrate themselves into the culture. A weaker form would be the wish to know as much as possible about the culture of the TLC.
Instrumental motivation
learners believe that mastery of the target language will be instrumental in getting them a better job, position or status. The language is an instrument in their gaining of such a goal.

8. Factors
Other factors which have an impact on the level of extrinsic motivation are concerned with attitude to the language
Previous experience as language learner
Previous success or failure
Teachers cannot do much about extrinsic motivation and learner attitude as it comes from outside the classroom

9. INTRINSIC MOTIVATION plays a more vital part in success or failure
Discuss in pairs: What affects intrinsic motivation?

10. Research has shown that following qualities are regarded as important:
The teacher
makes the course interesting
teaches good pronunciation
speaks clearly
speaks good English
shows the same interest in all his/her students/pupils
makes all the students/pupils participate
shows great patience
insists on the spoken language
makes his/her students/pupils work
uses audio-lingual method
Method
no research shows the success of one method over another
learner confidence in the method is important
Physical conditions

11. What affects success in children?
Give some examples of aspects that can influence long-term and short-term motivation.

12. Motivational activities
Games
Audio-visual aids (pictures, realia, films, etc.)
Projects
Field trips
Trips to the UK
Playing roles, using real examples
Competitions
Newspapers and magazines
Displays with students’ work