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Personality Factors - Motivation. 4A0C0901 Fiona Lin 4A0C0902 Benson Wu 4A0C0943 Mary Pan 4A0C0142 Alien Liu. The Affective Domain. Affect: emotion/ feeling The affective domain: the emotional side of human behaviors. Extended Definition of the Affective Domain.

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Personality factors motivation

Personality Factors - Motivation

4A0C0901 Fiona Lin 4A0C0902 Benson Wu

4A0C0943 Mary Pan 4A0C0142 Alien Liu


The affective domain
The Affective Domain

  • Affect: emotion/ feeling

  • The affective domain: the emotional side of human behaviors


Extended definition of the affective domain
Extended Definition of the Affective Domain

  • Benjamin Bloom and his colleagues (1964)

    1. Receiving

    2. Responding

    3. Valuing

    4.Organization of values into a system of beliefs

    5. Value System


Language is behavior, that is, a phase of human activity which must not be treated in essence as structurally divorced from the structure of nonverbal human activity. The activity of man constitutes a structural whole in such a way that it cannot be subdivided into neat ‘parts’ or ’levels’ or ’compartments’ with language in a behavioral compartment insulated in character, content, and organization from other behavior.

- Kenneth Pike (1976)


Personality factors
Personality Factors which must not be treated in essence as structurally divorced from the structure of nonverbal human activity. The activity of man constitutes a structural whole in such a way that it cannot be subdivided into neat ‘parts’ or ’levels’ or ’compartments’ with language in a behavioral compartment insulated in character, content, and organization from other behavior.

  • Self Esteem

  • Inhabitation

  • Risk-Taking

  • Anxiety

  • Empathy

  • Extroversion


Myers briggs character indicators
Myers-Briggs Character Indicators which must not be treated in essence as structurally divorced from the structure of nonverbal human activity. The activity of man constitutes a structural whole in such a way that it cannot be subdivided into neat ‘parts’ or ’levels’ or ’compartments’ with language in a behavioral compartment insulated in character, content, and organization from other behavior.


Motivation
Motivation which must not be treated in essence as structurally divorced from the structure of nonverbal human activity. The activity of man constitutes a structural whole in such a way that it cannot be subdivided into neat ‘parts’ or ’levels’ or ’compartments’ with language in a behavioral compartment insulated in character, content, and organization from other behavior.

  • The most frequently used catch-all term for explaining the success or failure of any complex task

  • Dörnyei (1998): Motivation is a key of learning

  • How do you create, foster, and maintain motivation?

  • Three different perspectives of motivation:

    1. Behavioristic Perspective

    2. Cognitive Perspective

    3. Constructivist Perspective


Behavoristic perspective of motivation
Behavoristic which must not be treated in essence as structurally divorced from the structure of nonverbal human activity. The activity of man constitutes a structural whole in such a way that it cannot be subdivided into neat ‘parts’ or ’levels’ or ’compartments’ with language in a behavioral compartment insulated in character, content, and organization from other behavior. Perspective of Motivation

  • E. L. Thorndike (桑代克) 提出「學習定律」:

    1.練習律

    2.準備律


Cognitive perspective of motivation
Cognitive Perspective of Motivation which must not be treated in essence as structurally divorced from the structure of nonverbal human activity. The activity of man constitutes a structural whole in such a way that it cannot be subdivided into neat ‘parts’ or ’levels’ or ’compartments’ with language in a behavioral compartment insulated in character, content, and organization from other behavior.

  • 認知學派:強調個人的決定與努力

  • 主要的動機觀點:

    人類基本需要的驅使(探索、操控)

    努力的程度擴張

    受個人內在力量的控制


Cognitive perspective of motivation1
Cognitive Perspective of Motivation which must not be treated in essence as structurally divorced from the structure of nonverbal human activity. The activity of man constitutes a structural whole in such a way that it cannot be subdivided into neat ‘parts’ or ’levels’ or ’compartments’ with language in a behavioral compartment insulated in character, content, and organization from other behavior.

  • 認知學派對於學習的認知:

    1.引起注意

    2.告知學習目標

    3.喚起舊知識

    4.呈現學習教材

    5.提供學習引導

    6.引發學習表現

    7.提供回饋

    8.評量表現

    9.加強學習


Instrumental and integrative orientations
Instrumental and Integrative Orientations which must not be treated in essence as structurally divorced from the structure of nonverbal human activity. The activity of man constitutes a structural whole in such a way that it cannot be subdivided into neat ‘parts’ or ’levels’ or ’compartments’ with language in a behavioral compartment insulated in character, content, and organization from other behavior.

  • Robert Gardner & Wallace Lambert:學習者的學習態度和動機因素,如何影響外語學習的成功。

    工具效益性:學了這種語言,可以達成一些目標。

    整合:學習者希望自己能深入外語的文化和社交互動裡。

  • 不同的需要會達成學習外語的目標:

    a) 學術上或跟工作有關的工具效益性

    b) 社交的或文化的整合性


Instrumental and integrative orientations1
Instrumental and Integrative Orientations which must not be treated in essence as structurally divorced from the structure of nonverbal human activity. The activity of man constitutes a structural whole in such a way that it cannot be subdivided into neat ‘parts’ or ’levels’ or ’compartments’ with language in a behavioral compartment insulated in character, content, and organization from other behavior.

  • Gardner & Lambert & Spolsky:

    整合性動機是學外語成功的重要需求。

  • BrajKachru:

    學生只有工具效益性目的就可以學得很好。

  • 工具效益性向似乎在某些特定的學習情境下更能有效的幫助語言學習成功,而某些另外的情境則較適用於整合性傾向。

  • 學習外語時,很少單一使用工具效益性傾向或整合性傾向,大部分是混合兩種傾向。


Instrumental and integrative orientations2
Instrumental and Integrative Orientations which must not be treated in essence as structurally divorced from the structure of nonverbal human activity. The activity of man constitutes a structural whole in such a way that it cannot be subdivided into neat ‘parts’ or ’levels’ or ’compartments’ with language in a behavioral compartment insulated in character, content, and organization from other behavior.

  • 整合性導向動機:想要與目標語的使用者來往或了解一些與他們相關事務的中等程度慾望。

  • 同化性導向動機:長期以來想要與目標語人士認同的較深入需求。

  • 工具性效益性動機:學科導向或就業導向動機的強烈度。


Intrinsic and extrinsic motivation
Intrinsic and Extrinsic Motivation which must not be treated in essence as structurally divorced from the structure of nonverbal human activity. The activity of man constitutes a structural whole in such a way that it cannot be subdivided into neat ‘parts’ or ’levels’ or ’compartments’ with language in a behavioral compartment insulated in character, content, and organization from other behavior.

  • 內在動機:出自本身緣故。

  • 外在動機:期待外在的獎賞等形式的正面回餽。

  • 哪一種動機比較有效?


The value of self reward
The Value of Self-reward which must not be treated in essence as structurally divorced from the structure of nonverbal human activity. The activity of man constitutes a structural whole in such a way that it cannot be subdivided into neat ‘parts’ or ’levels’ or ’compartments’ with language in a behavioral compartment insulated in character, content, and organization from other behavior.

  • Maslow’s Hierarchy of Needs


Instrumental and integrative orientations3
Instrumental and Integrative Orientations which must not be treated in essence as structurally divorced from the structure of nonverbal human activity. The activity of man constitutes a structural whole in such a way that it cannot be subdivided into neat ‘parts’ or ’levels’ or ’compartments’ with language in a behavioral compartment insulated in character, content, and organization from other behavior.

  • 工具性效益:為了達成目而學習語言。

  • 整合性效益:學習者希望自己深入外語的文化與社交。

Thank you for your listening 


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