1.2.3. Intrinsic motivation

Intrinsic motivation is concerned with what takes place inside the classroom. There can be no doubt that intrinsic motivation plays a vital part in most students’ success or failure as language learners. This is especially true of those students who bring no extrinsic motivation to the classroom. It would seem specifically be the case with schoolchildren who have neutral or even negative feelings about language learning. For them what happens in the classroom will be of vital importance in determining their attitude to the language. It will also be the case in supplying motivation, which we have suggested, is a vital component in successive language learning. As we have also suggested above, what happens in the classroom will have an important effect on students who are already in some way extrinsically motivated. We can consider factors affecting intrinsic motivation under the headings of physical conditions, method, the teacher and success.

1. Physical conditions

Physical conditions have a great effect on learning. They can alter a student’s motivation either positively or negatively. Classrooms that are badly lit and overcrowded can be excessively de-motivating, but unfortunately, may of them exist in schools. Vitally important will be the board. If it is easily visible or if the surface is in good condition is certainly essential. In general, teachers should presumably try to make their classrooms as pleasant as possible. Even where conditions are bad it may be possible to improve the atmosphere with posters, with students’ work, etc. on the walls.

We can say that the atmosphere in which a language is learnt is vitally important. The cold greyness of much institutionalised education must be compensated for in some way if it is not to have a negative effect on motivation.

2. Method

The method by which students are taught must have some effect on their motivation. If they find it deadly boring they will probably become de-motivated. If they have confidence in the method they will find it motivating. A method is a sum total of teaching techniques subject to a definite scientifically based methodological concept. The method realised in teaching practice is referred to as a teaching technology. Any method comprises complex and simple techniques. A complex technique as a teaching procedure is a set of simple techniques aimed at achieving a certain methodological objective within a given teaching technology. A simple technique is an elementary methodological action aimed at achieving a separate methodological task. Perhaps, this is the most difficult area of all to be certain of. We said earlier that a really motivated student would probably succeed whatever method (within reason) is used. It is also true that different students are more sympathetic to any particular method depending upon their expectations. Teachers can easily recall students who felt that there was not enough grammar or not enough conversation depending on the students’ taste at the time. Despite various attempts there is unfortunately no research, which clearly shows the success of one method over another. However, what we do know is that if the student loses confidence in the method he will become de-motivated. The students’ confidence in the method is largely in the hand of the most important factor affecting intrinsic motivation. This factor, of course, is the teacher.

3. The teacher

Whether the student likes the teacher or not may be very significant. What can be said is that two teachers using the same method can have vastly different results. The question is how to assess the qualities a teacher needs to help in providing intrinsic motivation.

In 1970 a study done by Denis Girard attempted to answer this question. A thousand children between the ages of 12 and 17 were asked to put a list of teacher ‘qualities’ in order of preference. These qualities were put in the following order to show their learning priorities: