Collaborative learning: Ss work more efficiently in pairs or smaller groups and collaboration can motivate them. You can also let your Ss choose their partners and groups or you can choose them strategically.

Building relationship: Having a good, harmonic relationship with your Ss can boost their motivation during the lessons.

Rewarding: You can praise and give positive feedback to your students. If they feel successful in a field, they have more motivation to learn something new. Sometimes even chocolate can help! :)

Motivation is a complex, evolutionary process.

This model divided motivational process into temproal segments.

Main phases: pre-actional, actional and post-actional stage.

Each motivational phase has different motives.

The Dörnyei-Ottó model's validity became questionable.

The most influential self-specific motivation construct in SLA.

The concept was first proposed by Dörnyei (2005.)

More attention to the question of how these individual differences are reflected in behavioural characteristics.

Markus and Ruvolo (1989): dynamic representations of the self system appeared.

Possible selves: future-oriented aspects of self-concep. These are desired and feared images of a future state.

Higgins's selfdiscrepancy theory (1987): there are two self-guides: the ideal self and the ought self. The ideal self is a representation of the attributes that we want to possess, the ought self refers to the attributes that we believe we should possess.

Just like any other foreign languages, English can be affected by language

attitudes, cultural stereotypes and geopolitical considerations.

The relationship between the L1 and the L2 communities are important.

There are 4 aspects of the L2 acquisition process:

-antecedent factors, like age or gender

-individual difference variables

-language acquisition contexts

-learning outcomes

The main learner characteristics are intelligence, language aptitude, language learning strategies, language attitudes, language anxiety and motivation.

2 motivational components:

-integrative motivation is when someone has positive feelings toward the L2-speaking community.

-instrumental motivation is when someone learns a language for its benefits, such as earning more money or getting better job opportunities.

This theory is about how people pursue three core psychological needs:

-autonomy is when people feel that they are in control of their own actions

-relatedness is when people feel that they belong somewhere or that they are connected to other people

-competence is when people feel that they are capable of doing something or they are accomplished

extrinsic motivation is driven by external rewards, like earning more money or getting good grades

intrinsic motivation is when we do something for fun or to challenge ourselves

The factors to which we relate our past successes and failures influence our motivation; they determine how we will act in the future.

For example, if we think that our abilities were not enough and they prevented us from doing a task, we are unlikely to try again in the future.

If, on the other hand, we believe that we can do it now by investing more time and effort, we will try again