Julian Pigott. University of Warwick. julianpigott@gmail.com

Informing a task-based approachwith L2 motivation research

Traditionally, we have tried to break down motivation to the lowest possible denominators, hoping that the resulting motives would be ‘pure’ components that can then serve as building blocks for all motivational phenomena. This approach has by and large failed (Dörnyei, 2009).

[I]ndividual difference research can tell us very little about particular students sitting in our classroom, about how they are (un)motivated and why. Research on motivation has … depersonalised learners so that it is not people but their componentalized subpersonal parts that are orchestrating courses of action. (Ushioda, 2009).

Ushioda's Person-in-context relational view of motivation

The person-in-context, rather than context-independent, abstract 'variables' should be a basic unit of understanding for teachers and researchers (2009).

The learner as individual:● Use tasks students find enjoyable/satisfying/effective etc.● Adjust the fluency/form balance to meet individual needs.

The learner as class member:● Group roles and cooperative task goals. ● Use tasks that entail interacting with lots of different class

members.● Projects ideal vehicle for the above.

The student as member of society:● Broaden the scope of tasks and lessons in general. ● Use of the L1 on the part of students and teachers.

Some suggestions:

Dörnyei's motivational conglomerates

motivation cognition affect

Interest

Flow

Task engagement

Self-guides

Interest:● Whet students' appetite for tasks.● Storytelling.● Prioritise content over form.● Extend scope of post-task to non-linguistic features.

Motivational flow:● Keep a record of tasks that give rise to 'flow'● Problem-solving/puzzle tasks.

Suggestions:

Motivational task-engagement:● Novelty, intrigue, humour (note – difficult in L2)● Tangible finished products● Provide strategies for task execution.

Motivational self-guides:● Tasks about the future● Explore culture● Tasks that use role models● Explore prejudice and stereotyping through tasks.

(Continued....)

Implications for TBL● Tasks as not self-contained – they

exist in context.

● TBL as a principled and flexible approach

● Everybody should use task-cycles.

TBL Principles (Nunan, 2004) Motivation Principles (Pigott 2011)

Needs-based approach Humanistic approach

Communicating through interaction in the L2.

Judicious mix of L1 and L2.

Use of authentic texts Use of texts that students find motivating, authentic or otherwise.

Using personal experiences Use of personal experiences, and also imagination, dreams, fantasy, creativity and role-play.

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julianpigott@gmail.com