motivationalstrategies.pptx

Self-motivating Strategies ◆ What is self-motivating strategies? ◆ Five main classes ◆ Practical Implications Related to the L2 Motivational Self System What is self-motivating strategies? Promoting self-motivating strategies are different from the other motivational scaffolding techniques in that it passes the ownership of motivation from the teacher to the students. By applying self-motivating strategies, learners assume responsibility and regulatory control of their own motivational disposition. Because contemporary learning theories in educational psychology presume an active contribution of the learner as an agent in constructing knowledge (cf. McGroarty, 1998, 2001), a shift toward a conception of motivation that is at least partly owned by the learner makes intuitive sense. It is important to realize, however, that learners will not automatically take ownership of their motivational disposition but need to be supported in this process. In particular, their awareness needs to be raised about the variety of the potential mental reinforcers they can apply. How can we describe the possible self-motivating strategies? Most psychological investigations in this area go back to Kuhls (1985) pioneering conceptualization of action control mechanisms, which constitute a subclass of self regulatory strategies concerning the learners motivational regulatory function. Based on Como (1993), Como and Kanfer (1993), and Kuhl (1987), Dornyei divided self-motivating strategies into five main classes: 1. Commitment control strategies for helping to preserve or increase the learners original goal commitment (e.g., keeping in mind favorable expectations or positive incentives and rewards; focusing on what would happen if the original intention failed). 2. Metacognitive control strategies for monitoring and controlling concentration, and for curtailing unnecessary procrastination (e.g., identifying recurring distractions and developing defensive routines; focusing