1. Motivation
Rewards have a tendency to lose their effect over time
Gardner's socioeducational model
Deci & Ryan’s self-determination theory
Dornyei’s process model of motivation

2. Gardner's socioeducational model
Focus on social attitudes
Influences of social context
Relationships between language communities
Social nature of language makes motivation to learn a
language different from motivation to learn other
subject matter.
L1 identity versus/plus L2 identity

3. Attitude-Motivation Test Battery
Attitudes toward French Canadians.
Attitudes toward European French people.
Interest in foreign languages.
Integrative orientation.
Motivational intensity.
Desire to learn French.
Attitudes toward learning French.
French teaching-evaluative.
French course-evaluative.
Instrumental orientation.
French class anxiety.
Integrative
motivation
[sic]
Instrumental
motivation
[sic]

4. Gardner’s Motivation
Integrative
orientation
Motivation
Instrumental
orientation

5. Deci & Ryan’s self-determination theory
Individuals have an inherent need to develop/grow into
coherent autonomous individuals
Social world can contribute to this growth, or upset it.
Development/growth, and therefore also learning a
language, should be self-determined (reflective, intentional,
conscious)
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits:
Human needs and the self-determination of behavior. Psychological Inquiry, 11,
227-268.

6. Deci & Ryan’s self-determination theory
Intrinsic motivation: doing things for their own sake
(pleasure, curiosity, sense of achievement)
Extrinsic motivation: doing things for external rewards
(stars, grades, recognition)
Growth includes:
Intrinsically motivated behaviour
Integration of extrinsically
motivated behaviour

7. Dörnyei’s process model of motivation
Motivation fluctuates over time (task, class, academic
semester)
Motivation varies depending on what stage a learner is in
achieving a goal.

8. Dörnyei’s process model of motivation
Stage
Functions
Influences
Forming intentions
Launching action
nature of the goal
value of the task
attitudes to L2 and its speakers
self-efficacy
learner beliefs / strategies
available supports / obstacles
Actional
‘Doing’
Ongoing appraisal
Action control
quality of learning experience
sense of autonomy
teacher intervention
classroom reward / goal structure
other learners
self-regulation
Postactional
Forming attributions
Elaborating strategies
Further planning
attribution bias
self-confidence / self-worth
feedback, praise, grades
Preactional