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Dörnyei’s (2003) chapter provides an overview of advances in theory, research, and applications of L2
learning motivation.

1. What were the incentives of Canadian researchers such as Gardner and Lambert to study
motivation of learners studying English/French in immersion programs in Canada? The past
few years have seen a number of comprehensive summaries

2. What are the two types of motivation suggested in self-determination theory? Intrinsic and
extrinsic motivation

3. Dörnyei (2003) is critical of the approaches to research L2 motivations by Gardner and Lambert.
What are Dörnyei’s main points in his critique? Do you agree/disagree with him? The social dimension
does not constitute the complete picture and depending on the actual contexrt in which L2 learning
takes place, to achieve a fuller understanding of the motivational tapestry underlying SLA, a range
of other motivational aspects needs also to be considered. I agree with him

4. What is a process-oriented approach to L2 motivation research? How is it different

from the traditional approach? What are the three stages of motivation? The ongoing changes of
motivation over time. It is different in the sense that it views motivation as a progress rather than
consider it to be static

5. Summarise in your own words key characteristics of the five dimensions of motivational teaching
practice proposed by Dörnyei. For each dimension provide an example of one L2 classroom activity
that you will use/have used in your L2 learning class to motivate your learners.

Novelty: reasonably unpredictable-- change the routine of the usual classroom by inviting a
speaking guest over

Pleasantness: how interesting the lesson is--- use lots of predictional tasks to arouse learners’

Goal/Need significance: relating the lesson to learner’s goal

Coping potential: viewing learner’s potential

Self and social image: is it culturally appropriate


Before doing the reading, although I am aware of the importance of learning motivation thanks to
course from previous semesters, it is something I rarely think of during the making of lesson plan. The
reading assignment draw me to attention that there are different aspects of learning motivation
within and outside of the classroom and motivation is more than just directing learning lessons to
students’ need and instrumental purpose. It also helps me to view motivation as a progress in which
there are ups and downs and it is utterly important to keep track on this.

One question I would like to raise is “How can teachers improve students’ intrinsic motivation?”