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Doyon’s Empowerment and Engagement, Learned Helplessness, Compliance and Defiance, Resistance, Reciprocity, Control, Intrinsic Motivation and Psychoacademic Needs Model
Doyon (2002) describes experiences with what appeared to be highly unmotivated Japanese learners of English. In the method described by Doyon, the learners were given choices in their learning. As a result of being given choices, some of which involved the teacher relinquishing his control of the class, the students became empowered and had to take charge of their own learning. As a result, the students became more satisfied and therefore, more motivated. Similar ideas are presented by Hootstein (1994, p. 216). In these models, it appears that the teacher is acting as a counsellor as in Rauch and Fillenworth’s model, but the students are still responsible for their own choices. Ironically, it appears that in order to give the learners more control of their learning, the facilitator has to become more involved in the teaching of the class.
留学生assignment格式样本Conclusion
The issue of how to best motivate students is still unresolved. It would appear that giving students greater autonomy to determine their own needs and then setting out to achieve them is the most suitable procedure to follow, however the overarching requirements of a curriculum, unit, or course of study need to be taken into account. How students are guided towards making appropriate choices that lead to further motivation to study is the key point. Oppenheimer’s method of directed questioning appears to be the best method of approaching this problem and deserves further exploration.
Reference
Edward W. Hootstein
Motivating Students to Learn
The Clearing House March/April 1994 Vol. 67, No. 4
pp. 213-216
Zoltan Dornyei
Motivation in Action: Towards a process-oriented conceptualisation of student motivation
The British Journal of Educational Psychology Dec 2000
Leicester
Margaret Rauch and Ceil Fillenworth
Motivating Students to Use Newly Learned Study Strategies
Journal of Reading 38:7 April 1995
Pp567-568
Paul Doyon
Enhancing Value Perception in the Japanese EFL Classroom
Asian Efl Teaching Articles-The Japanese EFL Classroom
file:///Cl/website/march03.sub5b.htm
18 April 2003
Accessed 23 May 2003
留学生assignment格式样本Robert J. Oppenheimer
Increasing Student Motivation and Facitlitating Learning
College Teaching Summer 2001
Washington
Rosanna Breen and Roger Lindsay
Academic Research and Student Motivation
Studies in Higher Education March 1999
Abingdon
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