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ESL — «English is a Threat to the Norwegian Language» — [PDF/Video]

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<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> Globalization </font></a> - Photo: <a href="https://www.google.com/#q=Is+English+a+Threat+to+Norwegian+Language+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Is English a Threat to Norwegian Language?"><font color="#FF4000"> © Creative Commons</font></a> / <a alt="Is English a Threat to Norwegian Language?" href="http://www.benjaminmadeira.com/search/label/pedagogy" style="text-decoration: none;" target="_blank" title="Is English a Threat to Norwegian Language?"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-size:17px; font-family: Arial,Helvetica,sans-serif;">  — [https://goo.gl/lUAXRv] This post shortly outlines the present status of English in Norway, principally in relation to the growing presence of English lexical borrowings in Norwegian._______________________Some attention will also be devoted
to the views held by Norwegian linguists towards the potential threat that the English language represents, particularly in domains where it is likely to supersede the Norwegian language.</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: One should also bear in mind ▶ https://goo.gl/ovVhVp ◀ that Norwegians are not alone as regards their fears of possible ‘eradication’ of their native languages due to the expansion of the English language. Also in Denmark and Sweden, the discussion on the allegedly devastating effect of English influence has been quite heated. ↠ #Norwegian #English</div> <br /><br />

<div class="JBMCode"> The number of people who speak Norwegian in the world is microscopic. In fact, Norwegian citizens keep hold of the English language as a device to communicate with the rest of the world. Numerous plants and animals are threatened and in danger of becoming extinct, and as a consequence of globalization, so are many languages. Many people consider Norwegian a threatened language, and the language considered to be threatening is English. Several words and phrases considered "Norwegian" are originally from the UK and other English speaking countries like the US. Words like chips, coaching, snowboard and dating are daily used in Norwegian language, and if the amount of English we use daily keep increasing, the Norwegian language will shortly be hanging by a thread.   <br />  <br />  <br />

On the contrary, many people claim that Norwegian is not a threatened language. However, if we look at society nowadays, it is pretty obvious why many people consider Norwegian as such an endangered and vulnerable language. If you turn on Norwegian television, there is a great chance that the language you will hear spoken is English; this fact even concerns the Norwegian TV channels. Even if you walk into a bookstore, you will find a wide range of books and magazines written in English. To top this off, hundreds of people go to the pictures every day to watch un-dubbed, subtitled, English films.   <br />  <br />  <br />

Globalization has made the world a smaller place. Norwegian terminology is minor and will cut short in many different areas. Every day, several Norwegian companies establish themselves in distant countries. There are also a number of foreign companies established in Norway. In a business or a shop, it is essential that the employees work together as a team. In view of that, English - as the world language - will be the most natural language to use.  </div> <br /><br />

<div class="JBMCode"> Almost every adult in Norway speaks English at a decent level. English is taught at school and is required within many fields. However, if the language within academia and business in Norway becomes English, it will lead to drastic consequences. The textbooks within the subject will be written in English, something that will consequence in English tuition at Norwegian universities. If this happens, and the ongoing tendencies considered Norwegian language continue - according to the former minister of culture Trond Giske - the Norwegian vocabulary will fade.  <br />  <br />  <br />

Most languages gradually fall apart when people stop using them, and start using different languages instead. Researchers at a famous Norwegian university can confirm this, and they believe that more than 50% of all the languages spoken today will fade away before the beginning of 2100. If this turns out to be the situation, the number of languages left in the world will go from roughly 6800 to approximately 3000. </div> <br /><br />

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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> "ATTITUDES OF NORWEGIANS TOWARDS THE GROWING INFLUENCE OF ENGLISH," by WITOSŁAW AWEDYK, 2009, <a name="pdf">PDF</a> :: </span></div></H2> 
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<div style="text-align: center"> <span style="color: darkgreen"> <span style="font-size: 17pt; line-height:10pt"> [ <a class="explicacion"> <b>PDF, intended for nonprofit, home use / domestic, educational, discussion purposes only.</b> <span> PDF, discussion purposes only </span></a> ] </span> </span> </div> <br />

<div style="text-align: center"> <strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;">ATTITUDES OF NORWEGIANS TOWARDS THE GROWING INFLUENCE OF ENGLISH, by WITOSŁAW AWEDYK, 2009.</span></strong></div> <br />
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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Where did English come from? - Claire Bowern, 2015 :: </strong> </span></span></div> 
<div style="text-align: center"><span style="color: darkgreen"><span style="font-size: 12pt; line-height:13pt"> </span></span></div> 
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<div class="citajbm"> 
<span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> <span style='font-size:20px;'>Sources :</span>  </span> <br /><br />

• [1] Altenberg, Bengt. 1998. "Connectors and sentence openings in English and Swedish." In: Johansson, Stig & Oksefjell, Signe (eds.). <i>Corpora and cross-linguistic research: theory, method and case studies</i>, Amsterdam: Rodopi, pp. 115-143. <br /><br />

• [2] Ansre, Gilbert. 1979. "Four rationalizations for maintaining European languages in education in Africa." African Languages 5/2, pp. 10-17. <br /><br />

• [3] Andersen, Margrethe Heidemann. 2002. <i>Engelsk i dansk. Sprogholdinig i Danmark. Helt vildt sjolvt eller wannabeagtigt og ejendomsmæglerkækt?</i> Copenhagen: Københavns Universitet.  <br /><br />

• [4] Awedyk, Witosław. 1996. "Engelske lånord i norske ungdommers tale." Folia Scandinavica Posnaniensia 3, pp. 267-272.<br /><br />

• [5] Bakke, Elisabeth & Teigen, Håvard. 2001. <i>Kampen for språket. Nynorsken mellom det lokale og globale</i>. Oslo: Samlaget.<br /><br />

• [6] Brink, Lars. 1988. "Nordens folkesprog i fare?" <i>Nyt fra Språknevnet</i> 4, pp. 4-7.<br /><br />

• [7] Crystal, David. 2003. <i>English as a global language</i>. Cambridge: Cambridge University Press.<br /><br />

• [8] Davidsen-Nielsen, Niels, Hansen, Erik & Jarvad, Pia (eds.). 1999. <i>Engelsk eller ikke engelsk? That is the question. Engelsk indflydelse på dansk</i>. Copenhagen: Gyldendal.<br /><br />

• [9] De Swaan, Abram. 2001. <i>Words of the world. The global language system</i>. Cambridge: Polity Press.<br /><br />

• [10] Duszak, Anna & Okulska, Urszula (eds.). 2004. Speaking from the margin. Global English from a European perspective. Frankfurt am Main: Peter Lang.<br /><br />

• [11] Ellingsve, Eli Johanne. 1999. "Domenefraskrivelse og domenetap." <i>Nordica Bergensia</i> 20, pp. 103-118.<br /><br />

• [12] Faarlund, Jan Terje. 1997. <i>Språknytt</i> 3, Editorial.<br /><br />

• [13] Gottlieb, Henrik. 2004. "Danish echoes of English." <i>Nordic Journal of English Studies</i> 3, pp.39-66.<br /><br />

• [14] Graddol, David. 1997. <i>The future of English? Guide to forecasting the popularity of the English language in the 21 century</i>. London: The British Council.<br /><br />

• [15] Graedler, Anne-Line & Johansson, Stig. 1997. <i>Anglisismeordboka</i>. Oslo: Univeristetsforlaget.<br /><br />

• [16] Graedler, Anne-Line. 1994. "Mixer du languagen?" <i>Image</i> 1, pp.28-30.<br /><br />

——— 1997. "Engelske lånord i bølger og drypp". <i>Språknytt</i> 3, pp.1-4.<br /><br />

——— 1998. "Morhological, semantic and functional aspects of English lexical borrowings in Norwegian." (= <i>Acta Humanoria</i> 40). Oslo: Universitetsforlaget.<br /><br />

——— 1999. "Where English and Norwegian meet: codeswitching in written texts." In: Hasselgård, Hilde & Oksefjell, Signe (eds.). <i>Out of corpora. Studies in honour of Stig Johansson</i>. Amsterdam & Atlanta GA: Rodopi, pp.327-343.<br /><br />

——— 2004. "Modern loanwords in the Nordic countries. Presentation of a project." <i>Nordic Journal of English Studies</i> 3, pp. 5-21.<br /><br />

• [17] Greenall, Ann Jorid Klugervik. 2005. "To translate or not to translate: Attitudes towards English loanwords in Norwegian." In: Preisler, Bent et. al. (eds.), pp. 212-226.<br /><br />

• [18] Gottlieb, Henrik. 2004. "Danish echoes of English." <i>Nordic Journal of English Studies</i> 3, pp. 39-65.<br /><br />

• [19] Hasselgård, Hilde. 1997. "Sentence openings in English and Norwegian." In: Ljung, Magnus (ed.), <i>Corpus-based studies in English</i>. Amsterdam: Rodopi, pp.3-20.<br /><br />

• [20] Hellberg, Steffan. 1986. "Engelska i svenskan – på olika nivåer i språket". <i>Språkvård</i> 1, pp.33-35.  <br /><br />

• [21] Jarvad, Pia. 1995. <i>Nye ord – hvorfor og hvordan?</i>, Copenhagen: Gyldendal. <br /><br />

</div>

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ESL — «English is a Threat to the Norwegian Language» — [PDF/Video]

Globalization - Photo: © Creative Commons / illustration — [https://goo.gl/lUAXRv] This post shortly outlines the pre...

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Feedback, Commitment — «Motivation Through Conscious Goal Setting» — (PDF/Video)

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="https://benjaminmadeira.blogspot.com/2016/10/motivation-goals.html"> <img alt="Motivation through conscious goal setting - Official Website - BenjaminMadeira" border="0" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8RuGjFGPgGts5E7Py9K85uEZcop79_VN54Uxsh_leCCBaw12Z3CnhQvH0eNMtZEzn73gzibLvhIDhD7dQr1Rnq2afqWfFjAAoWCbfwFDRy-A441-aNTjOyE4vz-KWfjtGn-etUWTGC-vm/s600/dont-quit-motivation-BenjaminMadeira-com.jpg" style="height:336px;width:536px" title="Motivation through conscious goal setting - Official Website - BenjaminMadeira"/> </a><br />
<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> Motivation </font></a> - Photo: <a href="https://www.google.com/#q=Motivation+through+conscious+goal+setting+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Motivation through conscious goal setting"><font color="#FF4000"> © Creative Commons</font></a> / <a alt="Motivation through conscious goal setting" href="http://www.benjaminmadeira.com/search/label/psychology" style="text-decoration: none;" target="_blank" title="Motivation through conscious goal setting"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-size:17px; font-family: Arial,Helvetica,sans-serif;">  — [https://goo.gl/x7irDU] The relationship between_______________________the study process, motivation resources, and motivation problems</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: The study process ▶ https://goo.gl/ZpxJ77 ◀ is related to students' learning approaches and styles. Motivation resources and problems determine students' internal, external, and negative motivation. Analyzing the study process and motivation of students yields important indications about the nature of educational systems in higher education. | #StudyProcess #Motivation #ResourcesAndProblems #EducationalSystems #UniversityStudies #StudyNotes </div> <br /> <br />

<div align="center"><div style="border-style: ridge ridge dashed; border-color: rgb(255, 255, 255); border-bottom: 1px dashed rgb(255, 255, 255); overflow: scroll; width: 100%; color: rgb(255, 255, 255); height: 336px; background-color: rgb(0, 0, 0);" align="center"><br />
<p><span style="color: rgb(255, 255, 255);font-family:Geneva,Arial,Helvetica,sans-serif;font-size:25px"  > <strong> 3 Reasons why... </strong></span></p>

<p> <span style=";font-family:Geneva,Arial,Helvetica,sans-serif;font-size:25px;font-weight:bold;color:#FF4000"  ><br />
you’re still an intermediate level language learner:
</span> </p>

1) Most learners fail to set clear goals and develop healthy habits early on <br /> <br />

2) Most learners expect their progress to be linear, while in fact any skill development has diminishing marginal returns <br /> <br />

3) Most learners quickly reach a comfort zone in which they have trouble getting out of <br /> <br />

Most learners fail to set clear goals and develop healthy habits. <br /> <br />

Here are three quick questions for you: <br /> <br />

1) Have you set goals regarding your language learning? <br /> <br />

2) Have you written them down? <br /> <br />

3) Do you have a plan to accomplish them? <br /> <br />

If you’ve answered “no” to two or more of these questions, you need to grab a pen and a paper and get to work, now. According to the research of psychologists, neurologists, and other scientists, setting a goal invests ourselves into the target as if we’d already accomplished it. Having goals helps you to track your progress and gives you a sense of direction, which in turns help to increase motivation and reduces your chances of giving up. <a alt="Research conducted by Psychology professor Dr. Gail Matthews" href="http://www.dominican.edu/dominicannews/study-highlights-strategies-for-achieving-goals?source=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="Research conducted by Psychology professor Dr. Gail Matthews"><font color="#FF4000">Research recently conducted by Psychology professor Dr. Gail Matthews shows</font></a> that people who wrote down their goals, shared this information with a friend, and sent weekly updates to that friend were on average 33% more successful in accomplishing their stated goals than those who merely formulated goals.  <br /> <br />

<a alt="Research conducted by Edwin A. Locke, a scientist at the University of Maryland" href="http://ac.els-cdn.com/S0962184996800059/1-s2.0-S0962184996800059-main.pdf?_tid=616fc952-8bfe-11e6-8fc2-00000aacb35e&acdnat=1475783715_e577fff436b56f87970c45f9eb03b925?source=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="Research conducted by Edwin A. Locke, a scientist at the University of Maryland"><font color="#FF4000">Another study undergone by Edwin A. Locke, a scientist at the University of Maryland concludes</font></a> that “Goal-setting effects are quite robust, typically yielding a success rate of 90%, even including studies that made methodological and/or theoretical errors.” <br /> <br />
</strong> </span> </p>
 
<p> <span style=";font-family:Geneva,Arial,Helvetica,sans-serif;font-size:25px;font-weight:bold;color:#FF4000"  > 
Most learners expect their progress to be linear.
</span> </p>

<p> <span style=";font-family:Geneva,Arial,Helvetica,sans-serif;font-size:22px;font-weight:bold;color:#848484"  > <strong> 
The improvement of skills works on a so-called “logarithmic scale” as opposed to linear, to put it in fancy terms. What this means is that as you get better, it gets harder and harder to improve. Elite athletes, for example, expend enormous effort to shave seconds off their best times, whereas novice athletes can shave minutes with just a little practice. The same goes for language learning: at the beginning you make quick improvements, since you’re essentially starting from a blank slate. But as you progress, you see diminishing returns proportional to the amount of time and effort that you put in. That’s a totally normal phenomenon, the key is simply to be prepared for it. <br /> <br />

As productivity author Scott Young says, “Assuming straight-line growth means overconfidence in long-term progress. As a result, it is easy to hit plateaus if the difficulty isn’t deliberately tuned to break your comfortable rhythm.” More importantly, Scott adds: <br /> <br />

"In logarithmic domains, two mindsets are important. In the beginning, high-growth phase, the emphasis needs to be on maintaining long-term habits. Since growth is fast initially, care needs to be taken so that it won’t slide back down once effort is removed. In the later, low-growth phase, the emphasis needs to be on habit breaking. Since low-growth is often caused by calcifying routines, deliberate effort needs to be taken to break out of that comfort zone." <br /> <br />

However, there’s a plus side to reaching an intermediate stage in any given language, which shouldn’t be forgotten: once you have cleared the first hurdles of starting literally from scratch, learning becomes easier and so your enjoyment of the language and your mental stamina increase. We can spend much more time on real content, and that time is not restricted to language learning material anymore. We can talk with friends, watch TV and movies, read books. We are not deliberately spending time with the language anymore– we are using and enjoying it. We can spend countless, precious hours with the language. Let me tell you a little personal story: I’ve been learning Catalan for several months now, and at first, even though progress was a lot quicker, it was fairly hard at times to keep my motivation high because I had to go through a lot of language learning material rather than “real content.” But as I got to an intermediate stage, I really started enjoying a lot of material that any other native speaker would enjoy: watching movies and TV series, reading simple books, understanding the lyrics of songs, etc. It felt like I was no longer “studying”, but rather truly embracing and enjoying the language. Even though progress was a lot slower, it almost didn’t matter, because I wasn’t into the game to reach some kind of destination, but rather to enjoy the journey. Before this post gets too long, let’s turn our attention to the “low-growth” phase that swe were talking about a bit earlier, and why most of us fail to pierce through that barrier and instead choose to rest on our laurels by dabbling aimlessly in one or more foreign languages. <br />

Most learners quickly reach a comfort zone. <br /> <br />

Is your goal in life to be great, or is it to avoid discomfort? If we didn’t have to work hard to reach success, we wouldn’t appreciate it. Hard is what makes it great. Yet, in the back of our minds, somehow we all want to have it easy. We want to go through the smooth, paved, straight road to success, rather than the unbeaten bush. Let me tell you one thing: the straight, paved road doesn’t exist. Most people reach their “comfort zone” because they start telling themselves that their level is good enough. My career is “good enough.” My level of health is “good enough.” My Spanish is “good enough.” This phase is also sometimes called the “autonomous stage,” when we figure that we’ve gotten as good as we need to get (which doesn’t mean anything if you haven’t set yourself some clear goals in the first place) at the task and we’re basically running on autopilot. During that autonomous stage, we lose conscious control over what we’re doing. <br /> <br />

But what separates experts from the rest of us is that they focus on their technique, stay goal-oriented, and get constant and immediate feedback on their performance. Remember that when you want to get good at something, how you spend your time practicing is far more important than the amount of time you spend. In fact, in every domain of expertise that’s been rigorously examined, from chess to violin to basketball, studies have found that the number of years one has been doing something correlates only weakly with level of performance. Constant feedback is also crucial in order to rapidly push through a plateau, for example. Getting feedback is also helpful for learning what you’re doing right, which can give you a boost of confidence and help you realize that you are in fact making progress.. This serves to reinforce a positive mental attitude and helps keep you motivated. Don’t get stuck in the trap of ‘good enough’. There is no such thing as good enough, or even not enough. All that matters is how much you are doing. <br />
</strong> </span> </p>

</div></div>

<div class="JBMCode"> The study process has an important role in students' lives. It means that each student uses a unique way to prepare, learn, and remember new and difficult information. It can also be expressed as a students' tendency to search for meaning, memorize information, and succeed based on their intention to learn. Some students try to find and form a meaning, this process can be described as deep learning, while others try to memorize the subject without associating it with other subjects. Still others try to learn with the intention to succeed without finding and forming meanings (Biggs et al., 2001). Studies on this subject show that the study process of students varies according to their intentions (Ekinci, 2009, and Richardson, 2003). The study process may also include variables such as the students' previous education, features of the teaching and learning environments where they study, their epistemological beliefs, critical thinking, and academic success levels and grades (Richardson, 2003, Gijbels and Dochy, 2006 and Ekinci, 2009).  <br /><br />

Teachers must have knowledge about the study process of their students. Determining which deep and superficial approaches students use during studying will contribute to creating effective-learning environments. Teachers should have information about the learning approaches which are being used because this will provide an opportunity to take steps toward helping students with superficial-learning approaches to use deep-learning approaches. Educators should use different learning approaches and kinds of feed- back for motivation. <br /><br />

Motivation is a key for success and well-being. Motivation provides self-awareness to individuals by stimulating them (Gelona, 2011). It is also defined as a power that activates, maintains and directs goal-oriented behavior. Motivation is a prerequisite in the learning process and an important factor in academic success (Acat and Köşgeroğlu, 2006). Motivation is said to be related to such results as learning, performance, curiosity, and continuity in education. Therefore, educators should determine the relationships among motivation, academic success and learning and the factors that affect those subjects (Yoshida et al., 2008). Motivation resources and problems include internal, external and negative motivation (Acat and Köşgeroğlu, 2006). They can be classified as intrinsic motivation, extrinsic motivation and amotivation according to Ryan and Deci (2000). In intrinsic motivation, the main reason for performing the specific task is the individual's pleasure and satisfaction; whereas in the extrinsic motivation, the individual performs an action to get important results for him/her or for extrinsic award. Motivation problems emerge when individuals are unable to bring about a connection between their situations and the task or activity to be undertaken. This is defined as negative motivation or amotivation. Factors such as experiencing the effort of learning, seeing themselves as inadequate, being under pressure and having a fear of failure cause motivational problems in students. Motivation is one of the preconditions of learning. A student who is not motivated sufficiently is not ready for learning and therefore not using learning approaches (Ryan and Deci, 2000).  <br /> <br />

When students use their instinct for learning, their academic success level will inevitably increase. However, to promote this desire for learning, information should be given that arouses students' curiosity. Curiosity is only aroused when students consider information necessary. Therefore, educators should provide daily life-related information to students in both clinical environments and classrooms. Educators can motivate students to increase their personal efforts by boosting their eagerness to learn. Thus, educators should use active-learning strategies while giving information to students. For example, it cannot be expected that presenting information using speech which is ordinary, monotone and not self-renewing, generates motivation.  <br /> <br />

Educators should imbue students with the idea that they are not only students during their undergraduate education, but should remain students throughout their lifetimes.  <br /> <br />

Ryan and Deci (2000) argue that students' internal motivation should be high in terms of willingness to learn, and that knowing the external motivation resources and transforming them into internal motivation resources are important ways to increase professional motivation.  <br /><br />

when the internal motivation and negative motivation increases, the deep-learning approach increases. Also when the external motivation increases, the superficial approach increases. Students who adopt the deep-learning approach aim to understand. Therefore, their internal motivation is higher. These results indicated that the superficial approach is based on external motivation or the fear of failure. <br /><br />

The characteristics of the education system, the learning environment, teachers, and academic and social self-perception are also variables that may affect learning approaches. The sociodemographic characteristics like grade, income and family type affect also deep learning. </div> <br /> <br />

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<div class="citajbm"> 
<span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> <span style='font-size:20px;'>Sources / References :</span> </span> <br /><br />

• [1] <b>Acat</b>, M.B., Köşgeroğlu, N., 2006. <a alt="Motivations resources and problems scale" href="https://www.scopus.com/record/display.uri?eid=2-s2.0-33845313617&origin=inward&txGid=37A51FE1E0D18A058334B81376E2EA97.wsnAw8kcdt7IPYLO0V48gA%3a1#?origin=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="Motivations resources and problems scale"><font color="#FF4000">Motivation's resources and problems scale</font></a>. Anatol. J. Psychiatry 7, 204–210. <br /> <br />

• [2] <b>Biggs</b>, J., Kember, D., Leung, D.Y., 2001. <a alt="The revised two-factor study process questionnaire" href="https://drive.google.com/file/d/0B4kGy0lOHL12RjJpNi0zdkNnSTg/view?usp=sharing?origin=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="The revised two-factor study process questionnaire"><font color="#FF4000">The revised two-factor study process questionnaire</font></a>: RSPQ-2F. Br. J. Educ. Psychol. 71 (1), 133–149 <br /> <br />

• [3] <b>Ekinci</b>, N., 2009. <a alt="Learning approaches of university students" href="https://www.scopus.com/record/display.uri?eid=2-s2.0-84892923404&origin=inward&txGid=37A51FE1E0D18A058334B81376E2EA97.wsnAw8kcdt7IPYLO0V48gA%3a10#?origin=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="Learning approaches of university students"><font color="#FF4000">Learning approaches of university students</font></a>. Educ. Sci. 34 (151), 74–88. <br /> <br />

• [4] <b>Gelona</b>, J., 2011. Does thinking about motivation boost motivation levels? Coach. Psychol. 7(1),42–48. <br /> <br />

• [5] <b>Gijbels</b>, D., Dochy, F., 2006. <a alt="Students assessment preferences and approaches to learning" href="https://perswww.kuleuven.be/~u0015308/Publications/CEDS_A_184968_O.pdf?origin=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="Students assessment preferences and approaches to learning"><font color="#FF4000">Students' assessment preferences and approaches to learning: can formative assessment make a difference?</font></a> Educ. Stud. 32 (4), 401–411. <br /> <br />

• [6] <b>Richardson</b>, J.T.E., 2003. <a alt="Approaches to studying and perceptions of academic quality" href="https://drive.google.com/file/d/0B4kGy0lOHL12WkdUSlNLTEZQQWc/view?usp=sharing?origin=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="Approaches to studying and perceptions of academic quality"><font color="#FF4000">Approaches to studying and perceptions of academic quality in a short web based course</font></a>. Br. J. Educ. Technol. 34 (4), 433–442. <br /> <br />

• [7] <b>Ryan</b>, R., Deci, E.L., 2000. <a alt="Intrinsic and extrinsic motivation" href="http://ac.els-cdn.com/S0361476X99910202/1-s2.0-S0361476X99910202-main.pdf?_tid=551a9afe-8c1e-11e6-8097-00000aacb361&acdnat=1475797438_b0abd6d73b553e15e764774679782a76?origin=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="Intrinsic and extrinsic motivation"><font color="#FF4000">Intrinsic and extrinsic motivation: classic definition and new directions</font></a>. Contemp. Educ. Psychol. 25, 54–67 <br /> <br />

• [8] <b>Yoshida</b>, M., et al., 2008. <a alt="Factors influencing the academic motivation of individual college students" href="https://drive.google.com/file/d/0B4kGy0lOHL12SUJQUW1EYklUY2c/view?usp=sharing?origin=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="Factors influencing the academic motivation of individual college students"><font color="#FF4000">Factors influencing the academic motivation of individual college students</font></a>. Int. J. Neurosci. 118, 1400–1411.

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<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> Language Learning Foundations </font></a> - Photo: <a href="https://www.google.com/#q=Olly+Richards+Will+Teach+You+A+Language+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Olly Richards Will Teach You A Language"><font color="#FF4000"> © Depositphotos</font></a> / <a alt="Olly Richards Will Teach You A Language" href="http://www.benjaminmadeira.com/search/label/documentary" style="text-decoration: none;" target="_blank" title="Olly Richards Will Teach You A Language"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-size:17px; font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/6iYXyQ] HOW CAN YOU START SPEAKING A NEW LANGUAGE QUICKLY?_______________________Does your free time get eaten up by family commitments, leaving you little time or energy to devote to language learning?</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Time hacking: Mind Tools for Language Learners ▶ https://goo.gl/WxpHgz ◀ With a small change in mindset you can quite easily fit a solid, effective routine into even the busiest schedule, that will have you learning a language and speaking fluently quicker than you ever thought possible. “Mindsets play strange tricks on us. We see things the way our minds have instructed our eyes to see.” --Nobel Peace Prize winner Muhammad Yunus. <br /><br />

The wrong mindset will cause you to jump from book to book, method to method, not really knowing what you’re doing, and leave you frustrated, demotivated, and wondering why you’re not making any progress. So, what is your mindset telling you about language learning? Is it telling you to focus on highly effective activities that are bringing you closer to fluency? Or is it telling you to keep trying new things until you find something that works? </div> <br /><br />

<div class="JBMCode"> Thanks to our outdated school system, we’ve been raised to view the best way to learn a language as spending long hours sat at a table, heads-down, deep in concentration. And if you’re a really busy person, no wonder you’re struggling to find the time for that! <br /><br />

You have more technology in your pocket than was used to put a man on the moon. And with that technology you can adapt your learning to fit your schedule, however long your hours may be. <br /><br />

And the best bit? <br /><br />

When you get away from your desk and start to take your learning out and about with you, a whole host of amazing possibilities open up. You’ll start to spend more time than you can possibly imagine immersed in your target language, in a way that’s more fun and far more effective than studying at home.</div> <br /> <br />

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• <a href="#IWTYAL" onclick="jwplayer('IWTYAL').load({file: 'https://www.youtube.com/watch?v=EprUIgxcgSM&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1&modestbranding=0&playsinline=1&origin=http://www.benjaminmadeira.com&enablejsapi=1'}); jwplayer('videomp4').play();" title="Study Hacks — Olly Richards"> <span style="font-size:20px"> 00. Intro -> Olly Richards Will Teach You A Language: "8 study hacks you can use when you’re too busy to learn a language," 4 min.</span> </a> <br /><br/>

• <a href="#IWTYAL" onclick="jwplayer('IWTYAL').load({file: 'https://embedwistia-a.akamaihd.net/deliveries/9c963b1093f1673ca356c55b26e3e48f7c9616af/file.mp4?mime=true'}); jwplayer('videomp4').play();" title="Study Hacks — Olly Richards"> <span style="font-size:20px"> 01. Play, Video: Lesson 1 -> Olly Richards Will Teach You A Language: "The Secret Of A Perfect Method." How to Learn Any Language. It’s not about what you do. It’s about why you’re doing it, 13 min.</span> </a> || <a alt="Olly Richards Will Teach You A Language, PDF" href="https://s3.amazonaws.com/iwtyal/Language+Learning+Foundations/Resources/Slides/LLF1+-+The+secret+of+a+perfect+method.pdf?origin=http://www.benjaminmadeira.com/2016/07/study-hacks.html" style="text-decoration: none;" target="_blank" title="Olly Richards Will Teach You A Language, PDF"><font color="#FF4000">Lesson 1: The secret of a perfect method -> PDF</font></a> <br /><br/>

• <a href="#IWTYAL" onclick="jwplayer('IWTYAL').load({file: 'https://embedwistia-a.akamaihd.net/deliveries/9c80ac66178890cc1e47343d6da3463cce63b1d1/file.mp4?mime=true'}); jwplayer('videomp4').play();" title="Study Hacks — Olly Richards"> <span style="font-size:20px"> 02. Play, Video: Lesson 2 -> Olly Richards Will Teach You A Language: "Finding The Perfect Resources." How to Learn Any Language. The difference between self-study and immersion resources, the importance of level, and what you'll need to get, 18 min.</span> </a> || <a alt="Olly Richards Will Teach You A Language, PDF" href="https://s3.amazonaws.com/iwtyal/Language+Learning+Foundations/Resources/Slides/LLF2+-+Finding+the+perfect+resources.pdf?origin=http://www.benjaminmadeira.com/2016/07/study-hacks.html" style="text-decoration: none;" target="_blank" title="Olly Richards Will Teach You A Language, PDF"><font color="#FF4000">Lesson 2: Finding the perfect resources -> PDF</font></a> <br /><br/>

• <a href="#IWTYAL" onclick="jwplayer('IWTYAL').load({file: 'https://embedwistia-a.akamaihd.net/deliveries/65cc3caec2b942d81b6745f3133e969602d80ea0/file.mp4?mime=true'}); jwplayer('videomp4').play();" title="Study Hacks — Olly Richards"> <span style="font-size:20px"> 03. Play, Video: Lesson 3 -> Olly Richards Will Teach You A Language: "How To Make Progress And Not Get Distracted." How to Learn Any Language. What your engine of progress should be, how to make sure you learn, and how not to get distracted, 17 min. </span> </a> || <a alt="Olly Richards Will Teach You A Language, PDF" href="https://s3.amazonaws.com/iwtyal/Language+Learning+Foundations/Resources/Slides/LLF3+-+How+to+make+quick+progress.pdf?origin=http://www.benjaminmadeira.com/2016/07/study-hacks.html" style="text-decoration: none;" target="_blank" title="Olly Richards Will Teach You A Language, PDF"><font color="#FF4000">Lesson 3: How to make quick progress -> PDF</font></a>  <br /><br/>

• <a href="#IWTYAL" onclick="jwplayer('IWTYAL').load({file: 'https://embedwistia-a.akamaihd.net/deliveries/739e0ef6337d55d2805ada8481ada39f45429412/file.mp4?mime=true'}); jwplayer('videomp4').play();" title="Study Hacks — Olly Richards"> <span style="font-size:20px"> 04. Play, Video: Lesson 4 -> Olly Richards Will Teach You A Language: "How To Start Speaking...Whatever Your Level." How to Learn Any Language. Why you shouldn't be afraid of speaking, who to practise with, and core speaking strategy, 16 min. </span> </a> || <a alt="Olly Richards Will Teach You A Language, PDF" href="https://s3.amazonaws.com/iwtyal/Language+Learning+Foundations/Resources/Slides/LLF+Module+4+-+Speaking.pdf?origin=http://www.benjaminmadeira.com/2016/07/study-hacks.html" style="text-decoration: none;" target="_blank" title="Olly Richards Will Teach You A Language, PDF"><font color="#FF4000">Lesson 4: You learn to speak by speaking -> PDF</font></a> <br /><br/>

• <a href="#IWTYAL" onclick="jwplayer('IWTYAL').load({file: 'https://embedwistia-a.akamaihd.net/deliveries/8bab3455c36613b0cf272d4b9098d642d7f9be25/file.mp4?mime=true'}); jwplayer('videomp4').play();" title="Study Hacks — Olly Richards"> <span style="font-size:20px"> 05. Play, Video: Lesson 5 -> Olly Richards Will Teach You A Language: "How To Memorise Vocabulary And Not Forget It." How to Learn Any Language. Why you should focus on vocabulary building, what vocabulary to learn, software that can help you, and effective daily habits for vocabulary learning, 15 min. </span> </a> || <a alt="Olly Richards Will Teach You A Language, PDF" href="https://s3.amazonaws.com/iwtyal/Language+Learning+Foundations/Resources/Slides/LLF5+-+How+to+memorise+vocabulary+and+never+forget+it.pdf?origin=http://www.benjaminmadeira.com/2016/07/study-hacks.html" style="text-decoration: none;" target="_blank" title="Olly Richards Will Teach You A Language, PDF"><font color="#FF4000">Lesson 5: How to memorise vocabulary and never forget it -> PDF</font></a> <br /><br/>

• <a href="#IWTYAL" onclick="jwplayer('IWTYAL').load({file: 'https://embedwistia-a.akamaihd.net/deliveries/8858e8d3f45503ebefe219522f2ba076d0ef52b6/file.mp4?mime=true'}); jwplayer('videomp4').play();" title="Study Hacks — Olly Richards"> <span style="font-size:20px"> 06. Play, Video: Lesson 6 -> Olly Richards Will Teach You A Language: "Top Five Language Hacking Activities." How to Learn Any Language. Why you need to step away from the textbook, and use the most effective practice activities, 15 min. </span> </a> || <a alt="Olly Richards Will Teach You A Language, PDF" href="https://s3.amazonaws.com/iwtyal/Language+Learning+Foundations/Resources/Slides/LLF6+-+My+top+5+language+hacking+activities.pdf?origin=http://www.benjaminmadeira.com/2016/07/study-hacks.html" style="text-decoration: none;" target="_blank" title="Olly Richards Will Teach You A Language, PDF"><font color="#FF4000">Lesson 6: Top 5 language hacking activities -> PDF</font></a> <br /><br/>

• <a href="#IWTYAL" onclick="jwplayer('IWTYAL').load({file: 'https://embedwistia-a.akamaihd.net/deliveries/f6b9e966e3d4ced5593c45b730a825a2ad9c4140/file.mp4?mime=true'}); jwplayer('videomp4').play();" title="Study Hacks — Olly Richards"> <span style="font-size:20px"> 07. Play, Video: Lesson 7 -> Olly Richards Will Teach You A Language: "How To Create A Native Environment In Your Own Home." How to Learn Any Language. The difference between work and play, how to create an immersion environment in your own home, and the best material to do so, 11 min. </span> </a> || <a alt="Olly Richards Will Teach You A Language, PDF" href="https://s3.amazonaws.com/iwtyal/Language+Learning+Foundations/Resources/Slides/LLF7+-+How+to+create+a+native+environment+in+your+own+home.pdf?origin=http://www.benjaminmadeira.com/2016/07/study-hacks.html" style="text-decoration: none;" target="_blank" title="Olly Richards Will Teach You A Language, PDF"><font color="#FF4000">Lesson 7: How to create a native environment in your own home -> PDF</font></a> <br /><br/>

• <a href="#IWTYAL" onclick="jwplayer('IWTYAL').load({file: 'https://embedwistia-a.akamaihd.net/deliveries/bb266cb73d6581204de22b6bf24f60022ffe393a/file.mp4?mime=true'}); jwplayer('videomp4').play();" title="Study Hacks — Olly Richards"> <span style="font-size:20px"> 08. Play, Video: Lesson 8 -> Olly Richards Will Teach You A Language: "How To Become A Study Machine... No Matter How Busy You Are." How to Learn Any Language. A look at what effective study looks like, and where most people go wrong. Also: how to study more and the most important to think about, 15 min. </span> </a> || <a alt="Olly Richards Will Teach You A Language, PDF" href="https://s3.amazonaws.com/iwtyal/Language+Learning+Foundations/Resources/Slides/LLF8+How+to+become+a+study+machine+no+matter+how+busy+you+are.pdf?origin=http://www.benjaminmadeira.com/2016/07/study-hacks.html" style="text-decoration: none;" target="_blank" title="Olly Richards Will Teach You A Language, PDF"><font color="#FF4000">Lesson 8: How to become a study machine no matter how busy you are -> PDF</font></a> <br /><br/>

• <a href="#IWTYAL" onclick="jwplayer('IWTYAL').load({file: 'https://embedwistia-a.akamaihd.net/deliveries/1d8697da1b03285e2e42f5715a0dd965824ffbcf/file.mp4?mime=true'}); jwplayer('videomp4').play();" title="Study Hacks — Olly Richards"> <span style="font-size:20px"> 09. Play, Video: Lesson 9 -> Olly Richards Will Teach You A Language: "Exactly What Activities To Do Every Day." How to Learn Any Language. The 3 pillars of effective daily study, how to decide what to do every day, and a sample study schedule, 22 min. </span> </a> || <a alt="Olly Richards Will Teach You A Language, PDF" href="https://s3.amazonaws.com/iwtyal/Language+Learning+Foundations/Resources/Slides/LLF9+-+Exactly+what+activities+to+do+everyday.pdf?origin=http://www.benjaminmadeira.com/2016/07/study-hacks.html" style="text-decoration: none;" target="_blank" title="Olly Richards Will Teach You A Language, PDF"><font color="#FF4000">Lesson 9: Exactly what activities to do everyday -> PDF</font></a> <br /><br/>

• <a href="#IWTYAL" onclick="jwplayer('IWTYAL').load({file: 'https://archive.org/download/modulito-diez/modulito-diez.mp4?mime=true'}); jwplayer('videomp4').play();" title="Study Hacks — Olly Richards"> <span style="font-size:20px"> 10. Play, Video: Lesson 10 -> Olly Richards Will Teach You A Language: "How To Stay Motivated And Make Serious Progress." How to Learn Any Language. How to stay motivated in your language learning over the long term, in order to make the kind of progress you dream of, 13 min. </span> </a> || <a alt="Olly Richards Will Teach You A Language, PDF" href="https://s3.amazonaws.com/iwtyal/Language+Learning+Foundations/Resources/Slides/LLF+-+10+How+to+stay+motivated+and+make+serious+progress.pdf?origin=http://www.benjaminmadeira.com/2016/07/study-hacks.html" style="text-decoration: none;" target="_blank" title="Olly Richards Will Teach You A Language, PDF"><font color="#FF4000">Lesson 10: How to stay motivated and make serious progress -> PDF</font></a> <br /><br/>

</ul> </strong></span> </div>  </div>

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<div style="text-align: center"> <span style="font-size:18px; color: #000000;"> <span style="font-size:20px; background-color: #FFFF00;"> <span itemprop="name"> <strong> How To Quickly Learn To Speak Any Language Fluently... Even As a Beginner! Learn to control your time and routine, and then start worrying about the language :: </strong> </span> </span> </span></div><br />
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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> When you'll do some time hacking, then you’ll have more quality time to spend at home in the evening, without worrying about how to fit your language learning into the last remaining hours of the day. The truth is that you do have enough time. You just need to know what to do with it :: </strong> </span></span></div> 
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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> "Language Learning Foundations," by Olly Richards, 2014, <a name="pdf">PDF</a> :: </span></div></H2> 
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in-english, IWTYAL, learning-english, learning-norwegian, learning-spanish, learning-strategies, motivation, education

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Study Hacks and Mind Tools for Motivated Language Learners
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https://www.youtube.com/embed/6dEm-d9TRFE
https://www.youtube.com/channel/UCSSLq4KYuztsj6ch2RbqoIg

Lesson 1
https://www.youtube.com/watch?v=0WRwrLE-OlU
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Lesson 2
https://www.youtube.com/watch?v=TFpOXaP2bno
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https://s3.amazonaws.com/iwtyal/Language+Learning+Foundations/Resources/Slides/LLF2+-+Finding+the+perfect+resources.pdf

Lesson 3
https://www.youtube.com/watch?v=jszvHG5B1WY
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https://s3.amazonaws.com/iwtyal/Language+Learning+Foundations/Resources/Slides/LLF3+-+How+to+make+quick+progress.pdf

Lesson 4
https://www.youtube.com/watch?v=D2cqurEohQE
view-source:https://fast.wistia.net/embed/iframe/loxd3dy1of
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https://s3.amazonaws.com/iwtyal/Language+Learning+Foundations/Resources/Slides/LLF+Module+4+-+Speaking.pdf

Lesson 5
https://www.youtube.com/watch?v=-bImgGbes2c
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Lesson 6
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https://s3.amazonaws.com/iwtyal/Language+Learning+Foundations/Resources/Slides/LLF6+-+My+top+5+language+hacking+activities.pdf

Lesson 7
https://www.youtube.com/watch?v=2nvPl02pT8s
view-source:https://fast.wistia.net/embed/iframe/mvt8vs2n6v
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http://embed.wistia.com/deliveries/f7c1b219553b3de7b405cf3f3b98683ffce5151d/file.mp4
https://s3.amazonaws.com/iwtyal/Language+Learning+Foundations/Resources/Slides/LLF7+-+How+to+create+a+native+environment+in+your+own+home.pdf

Lesson 8
https://www.youtube.com/watch?v=q0j228QinBo
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Lesson 9
https://www.youtube.com/watch?v=hW8h0jhLtoA
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Lesson 10
https://www.youtube.com/watch?v=nwt4xU34UFw
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https://s3.amazonaws.com/iwtyal/Language+Learning+Foundations/Resources/Slides/LLF+-+10+How+to+stay+motivated+and+make+serious+progress.pdf

Expert Interview
Alex Rawlings
31min
Alex Rawlings was named Britain's most multilingual student in 2012, and speaks 12 languages.
//fast.wistia.net/embed/iframe/32e5o40fd9
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Expert Interview
Richard Simcott
49min
Richard Simcott is undoubtedly one of the world's most talented polyglots, who has studied over 30 languages.
https://fast.wistia.net/embed/iframe/cw9zul6cp0
https://embedwistia-a.akamaihd.net/deliveries/ce763eb2c30dc21419ffad37488446d18fbbb305/file.mp4

Expert Interview
Kerstin Hammes
41min
Kerstin Hammes is a French and German teacher based in the UK. As an experienced language teacher, she has seen first-hand what new language learners struggle with in the early stages of learning.
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Expert Interview
Chris Parker
51min
Chris Parker speaks many languages, but is best known for his extraordinarily good Mandarin Chinese. 
https://fast.wistia.net/embed/iframe/5naizrzq8b
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Recently, my Arabic teacher, Mona, told me that I had progressed in my Arabic much faster than she expected. So in this exclusive masterclass, she reveals exactly what I have done in our lessons that has led to such quick improvement!
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eBook: Word-For-Word Transcription Of The Course
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Pdf - 4.5 MB
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https://s3.amazonaws.com/iwtyal/Make+Words+Stick+-+2nd+Edition.pdf

The Conversation Kickstarter
A step-by-step guide to finding native speakers to talk to (wherever you are), holding your first conversations, and becoming a confident speaker of your target language.

Zip - 3.2 MB
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Little Black Book
My secret collection of high-value words and phrases I learn immediately when I begin a new language, that allow me to express myself more accurately and with more versatility.

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Extra Resources
A little extra help on your journey to fluency!
Learning a foreign language takes time, so you're going to need some motivation to help you along! A new episode of the IWTYAL podcast is released twice a week. You'll get short, actionable tips, and a healthy dose of motivation to keep your language learning on the right track.
Podcast
http://www.stitcher.com/podcast/i-will-teach-you-a-language-weekly-motivation-and-language

Unlimited Spanish Podcast
http://www.unlimitedspanish.com/category/podcast/page/6/

http://pdfadvice.info/how_to_learn_spanish

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Understanding — «Motivation and emotion: in education, work, therapy, sports, home» — [PDF/Video]

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="https://benjaminmadeira.blogspot.com/2016/06/motivation-emotion.html"> <img alt="Understanding motivation and emotion - Official Website - BenjaminMadeira" border="0" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCMLNUZ7dvszWO-oAfyjT5ONp7qfIsMtyrEdTXdvck42qsiclOqVZjIK6hx1KdYxYTPuAosaeJsq35TzpKDnNALisDFwDRB1rnLdQf8U3kVV9x37kk-8JTTZTxHsHNMW1wdE0-ax2bEqxq/s600/motivation-emotions-BenjaminMadeira-com.JPG" style="height:336px;width:536px" title="Understanding motivation and emotion - Official Website - BenjaminMadeira"/> </a><br />
<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> Motivation </font></a> - Photo: <a href="https://www.google.com/#q=Understanding+motivation+and+emotion+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Understanding motivation and emotion"><font color="#FF4000"> © 123rf</font></a> / <a alt="Understanding motivation and emotion" href="http://www.benjaminmadeira.com/search/label/pedagogy" style="text-decoration: none;" target="_blank" title="Understanding motivation and emotion"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-size:17px; font-family: Arial,Helvetica,sans-serif;">  — [http://goo.gl/kiy3cZ] Engagement refers to the behavioral intensity, emotional quality, and personal investment in another person’s involvement during an activity_______________________To monitor another’s engagement, one needs to keep track of that person’s behavior, emotion, cognition, and voice (Reeve 2014, p. 11).</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Motivation is a private, unobservable, and seemingly mysterious experience ▶ https://goo.gl/U5GFzt ◀ The study of motivation concerns those processes that give behavior its energy and direction. Energy implies that behavior has strength—that it is relatively strong, intense, and persistent. Direction implies that behavior has purpose—that it is aimed or guided toward achieving some particular goal or outcome. ↠ #Motivation #Emotions</div> <br /><br />

<div class="JBMCode"> «In the study of motivation, it is not enough to ask why a person practices a sport, why a child reads books, or why an adolescent refuses to sing in the choir. To gain a sophisticated understanding of why people do what they do, we must also ask why athletes begin to practice in the first place. What energizes their effort hour after hour, day after day, season after season? Why do these athletes practice one particular sport rather than another? Why are they practicing now rather than, say, hanging out with their friends? When they do practice, why do these athletes quit for the day, or quit during their lifetimes? These same questions can be asked of children as they read books: Why begin? Why continue reading past the first page? Past the first chapter? Why pick that particular book rather than one of the other books sitting on the shelf? Why stop reading? Will their reading continue in the years to come?.» (Reeve 2014, p. 6) </div> <br /><br />

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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> "Understanding motivation and emotion," by Johnmarshall Reeve, 2014, <a name="pdf">PDF</a> :: </span></div></H2> 
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<div style="text-align: center"> <span style="color: darkgreen"> <span style="font-size: 17pt; line-height:10pt"> [ <a class="explicacion"> <b>PDF, intended for nonprofit, home use / domestic, educational, discussion purposes only.</b> <span> PDF, discussion purposes only </span></a> ] </span> </span> </div> <br />

<div style="text-align: center"> <strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;">Johnmarshall Reeve: Understanding motivation and emotion, 2014.</span></strong></div> <br />
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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> Promoting Motivation, Health, and Excellence: Ed Deci, 2012 :: </strong> </span></span></div> 
<div style="text-align: center"><span style="color: darkgreen"><span style="font-size: 12pt; line-height:13pt"> </span></span></div> 
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<div class="citajbm"> <b>INTRINSIC MOTIVATION CONCEPTUALIZED</b> <br />
"Intrinsic motivation is based in the innate, organismic needs for competence and self-determination. It energizes a wide variety of behaviors and psychological processes for which the primary rewards are the experiences of effectance and autonomy. Intrinsic needs differ from primary drives in that they are not based in tissue deficits and they do not operate cyclically, that is, breaking into awareness, pushing to be satisfied, and then when satisfied, receding into quiescence. Like drives, however, intrinsic needs are innate to the human organism and function as an important energizer of behavior. Furthermore, intrinsic motivation may interact with drives in the sense of either amplifying or attenuating drives and of affecting the way in which people satisfy their drives." <br /> <br />

"The intrinsic needs for competence and self-determination motivate an ongoing process of seeking and attempting to conquer optimal challenges. When people are free from the intrusion of drives and emotions, they seek situations that interest them and require the use of their creativity and resourcefulness. They seek challenges that are suited to their competencies, that are neither too easy nor too difficult. When they find optimal challenges, people work to conquer them, and they do so persistently. In short, the needs for competence and self-determination keep people involved in ongoing cycles of seeking and conquering optimal challenges."<br /> <br />

"A challenge' is something that requires stretching one's abilities, trying something new. One way to conceptualize challenge is in terms of an incongruity between one's internal structures and aspects of the external world. Thus, to seek an optimal challenge is to seek an optimal incongruity. People seek incongruities in order to reduce them and to incorporate the discrepant elements into their existing structures. Intrinsically motivated behavior, behavior motivated by the needs for competence and self-determination, therefore can be seen to involve an ongoing process of seeking and reducing optimal incongruities."<br /> <br />

"Emotions are integrally related to intrinsic motivation. The emotion of interest plays an important directive role in intrinsically motivated behavior in that people naturally approach activities that interest them. Interest is, to a large extent, a function of optimal challenge, though there are other factors that also influence people's developing interests. The emotions of enjoyment and excitement accompanying the experiences of competence and autonomy represent the rewards for intrinsically motivated behavior. These rewards are not properly called reinforcements, of course, because they neither reduce a tissue deficit (Hull, 1943) nor are operationally separate from the activity itself (Skinner, 1953)." <br /> <br />

"When people are intrinsically motivated, they experience interest and enjoyment, they feel competent and self-determining, they perceive the locus of causality for their behavior to be internal, and in some instances they experience flow. The antithesis of interest and flow is pressure and tension. Insofar as people are pressuring themselves, feeling anxious, and working with great urgency, we can be sure that there is at least some extrinsic motivation involved. Their self-esteem may be on the line, they may have deadlines, or some material reward may be involved." (Deci and Ryan 1985, pags. 32-34)<br /><br />

<b>Cognitive Evaluation Theory</b><br />
"Intrinsic motivation is the innate, natural propensity to engage one's interests and exercise one's capacities, and in so doing, to seek and conquer optimal challenges. Such motivation emerges spontaneously from internal tendencies and can motivate behavior even without the aid of extrinsic rewards or environmental controls. Intrinsic motivation is also an important motivator of the learning, adaptation, and growth in competencies that characterize human development. One would think from this description that intrinsic motivation is a ubiquitous phenomenon, and yet the examination of many settings suggests just the opposite. In factories and classrooms, offices and kitchens, one finds evidence of boredom, alienation, and inactivity. There appears to be a strong indication that people are prone to disinterest and stagnation." (Deci and Ryan 1985, pag. 43)<br /> <br />

<b>INTERPERSONAL CONTEXTS</b><br />
"The traditional language of empirical psychology suggests, and indeed research has shown, that environments play an important role in the determination of behavior. However, when one considers what constitutes an environment, one realizes that the most salient aspects are rarely concrete events such as rewards or feedback, but are usually the other people who are dispensing the rewards and feedback. For example, when you feel controlled at work, you are not likely to experience yourself as controlled by the reward structure itself, but rather by your employer through the reward structure. Similarly, if you were to receive positive feedback for your performance, the meaning of that feedback would be grounded in the interpersonal context of that communication as much as in the words per se. As Watzlawick, Beavin, and Jackson (1967) put it, the analog aspect or metamessage of a communication often carries as much or more weight as the digital aspect or literal content. Similarly, we suggest that the interpersonal context within which an event such as a reward or·feedback is administered will meaningfully influence the impact of that event; in other words, the interpersonal context gives the event its metamessage." (Deci and Ryan 1985, pag. 88)

</div> <br /><br />
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• [1] <b>Deci</b>, Edward L., Richard M. Ryan. <i>Intrinsic motivation and self-determination in human behavior (Perspectives in Social Psychology)</i>. New York: Plenum Press, 1985. <br /><br />

• [2] Hull, Clark Leonard. <i>Principles of behavior: An introduction to behavior theory</i>. New York: AppletonCentury-Crofts, 1943. <br /><br />

• [3] <b>Reeve</b>, Johnmarshall. <i>Understanding motivation and emotion</i>. Iowa: John Wiley & Sons, 2014 (5th Ed.).<br /><br />

• [4] <b>Ryan</b>, Richard M. and Edward L. Deci. "<a alt="Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions" href="https://mmrg.pbworks.com/f/Ryan,+Deci+00.pdf?origin=http://www.benjaminmadeira.com/2016/06/motivation-emotion.html" style="text-decoration: none;" target="_blank" title="Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions"><font color="#FF4000">Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions</font></a>." Contemporary educational psychology 25.1 (2000): 54-67. <br /> <br />
——— "<a alt="Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being" href="https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_SDT.pdf?origin=http://www.benjaminmadeira.com/2016/06/motivation-emotion.html" style="text-decoration: none;" target="_blank" title="Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being"><font color="#FF4000">Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being</font></a>." American psychologist 55.1 (2000): 68.  <br /><br />

• [5] <b>Shapiro</b>, David. <i>Autonomy and rigid character</i>. New York: Basic Books, 1981. <br /><br />

• [6] <b>Skinner</b>, Burrhus Frederic. <i>Science and human behavior</i>. The Macmillan Company, 1965. <br /><br />

• [7] <b>Watzlawick</b>, Paul, Janet Helmick Beavin, and Don Jackson. <i>Pragmatics of human communication: A study of interactional patterns, pathologies and paradoxes</i>. New York: Norton, 1967(2011). <br /><br />

• [8] <b>White</b>, Robert W. "Ego and reality in psychoanalytic theory" (Psychological Issues Series, Monograph No. 11). New York: International Universities Press, 1963. <br /><br />

• [9] <b>Wolstein</b>, Benjamin. "The psychoanalytic theory of unconscious psychic experience." Contemporary psychoanalysis, 1982, 18.3, 412-437. <br /><br />

</div>

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