Psychological Theories of Motivation and Effective Child Pedagogy

Core Concepts of Motivation in Learning

Key Theories of Motivation

Behavioral Definitions

Motivation is defined as “the anticipation of reinforcement.” Human beings pursue a goal because they perceive a reward for doing so. This reward serves to reinforce behavior, causing it to persist.

Drive Theory

Those who view human drives as fundamental to behavior claim that motivation stems from basic innate drives. Innate predispositions such as exploration, manipulation, activity, stimulation, knowledge, and ego enhancement act to probe the unknown, control our environment, be physically active, be receptive to mental, emotional, or physical stimulation, and build our self-esteem.

Hierarchy of Needs Theory (Maslow)

Motivation progresses from the satisfaction of purely physical needs (air, water, food, exercise) up through safety (security, protection) and communal needs (love, belongingness, affection), to the need for esteem (strength, status), and finally, self-actualization (reaching your fullest potential).

Self-Control Theory

People decide for themselves what to think, feel, or do. Motivation is highest when one can make one’s own choice. When learners feel that things are being forced upon them, motivation can wane because they have to yield to others' wishes and commands.

Constructivist Definition

This definition places emphasis on the social context as well as individual personal choices. Each person acts on their environment in unique ways, but these acts are carried out within a cultural and social milieu and cannot be separated from this context.

Language Learning Orientations

Integrative Orientation

The desire to learn a language stemming from a positive affect toward the community of its speakers.

Instrumental Orientation

The desire to learn a language in order to attain specific career, educational, or financial goals.

Types of Motivation

General Motivation

Refers to the intensity of one’s impetus to learn.

Intrinsic Motivation

People engage in activities for their own sake and not because they lead to an extrinsic reward.

Effective Strategies for Teaching Children

Understanding Child Learners

Attention to Language Forms (Children vs. Adults)

• Children: Exhibit peripheral attention to language forms.
• Adults: Demonstrate focal awareness of and attention to those forms.

Core Characteristics of Child Learners

Children are typically:

• Energetic and physically active.
• Spontaneous and not afraid to speak out or participate.
• Curious and receptive to new ideas.
• Imaginative and enjoy make-believe.
• Easily distracted and have short attention spans.
• Egocentric and relate new ideas to themselves.
• Social and are learning to relate to others.

Pedagogical Considerations

Intellectual Development and Language

Children are centered on the here and now, focusing on the functional purposes of language. They often cannot grasp the metalanguage we use to describe and explain linguistic concepts.

Managing Attention Span

Activities should be designed to capture their immediate interest. Utilizing a strong sense of humor and being animated are key strategies.

Utilizing Sensory Input

Children need to have all five senses stimulated, including visual and auditory modes, as well as smell, touch, etc.

Addressing Affective Factors

Children are sensitive regarding their peers, often asking themselves: “What do the others think of me?”

Importance of Authentic Language

Language instruction should be delivered within a real, meaningful context.