By Zoltán Dörnyei
This quantity supplies an summary of the speculation of motivation and applies it to functional talents and techniques, delivering new insights into the sector of motivational experiences and its implications for second-language pedagogy.
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Extra resources for Motivational Strategies in the Language Classroom (Cambridge Language Teaching Library)
Describe the work to be done and how to do it. Ask if we know what to do and how to do it. Repeat things when we don't understand. Explain something and then use an example to illustrate it. Explain something and then stop so we can ask questions. Prepare us for what we will be doing next. Give speci®c details when teaching or training. Repeat things that are hard to understand. Use examples and explain them until we understand. Explain something and then stop so we can think about it. Show us how to do the work.
Please bear this in mind when you come across something in the book which you think is culturally biased or does not make sense from your perspective. All I can say is that the strategies and techniques described below have been found to work with many teachers and groups before and are therefore worthy of consideration. To turn to McCombs and Pope (1994) again: `We have seen this approach work, and we are excited about its possibilities. We invite you to explore this perspective with us' (p. vii).
Stress dif®cult points. Show examples of how to do course work and assignments. Give us enough time for practice. Answer our questions. Ask questions to ®nd out we understand. Go over dif®cult assignments until we understand how to do them. simply to improve the quality of our teaching. Similarly, no matter how competent a motivator a teacher is, if his/her teaching lacks instructional clarity and the learners simply cannot follow the intended programme, motivation to learn the particular subject matter is unlikely to blossom.