Recognizes three kinds of motivation: Societally induced, native, and motivation acquired in early life. Implications for teaching are discussed, both in general and specifically in foreign language teaching. (Text is in German.) (IFS/WGA)

Motivation in language teaching and learning is discussed. The relationship between the individual and the school or institution and its effects on learning motivation are noted. Teacher motivation depends on pay, hours worked, environment; learners' motivation is affected by incentives, assessment of language learning procedures and experiences…

Motivational variables associated with second language acquisition are discussed. (Author/PMP)

As a supplement to the available games for use in teaching, two writing games are presented, with suggestions for their use. They are recommended as a motivating device. A list of pertinent works on the subject is also provided. (IFS/WGA)

This article discusses different sources of motivation in language learning, and the categories of intrinsic and extrinsic motivation. Given this variety, the language teacher cannot accept full responsibility for student motivation, but must take on a major portion of the task. (CHK)

This book consists of nine papers presented at the 1973 Central States Conference on the Teaching of Foreign Languages. The theme of the conference was "The Foreign Language Teacher: Present and Future Tense." Following an introduction by Lorraine Strasheim, these papers are presented: (1) "The Teacher as Catalyst: Motivation in the…

Language-teaching techniques must induce primary motivation in the learner and must provide for repetition with attention. Suggestions and examples of techniques are given. (CJ)

Calls for a careful examination of educational values, due to the lack of satisfaction and pride in the profession of foreign language teaching. The nonlinguistic outcomes of foreign language study are stressed. (Author/RM)

Communicative motivation is necessary for exercises leading to conversational ability; therefore "micro-conversation" is offered (and explained) as a replacement for traditional exercises for stimulating students to communicative response. (Text is in German.) (IFS/WGA)

Discusses current theories concerning motivation, considering them in connection with practical teaching conditions. Misunderstandings arise from the difference between the concepts "teacher" and "pedagogical expert." (IFS/WGA)

Parts 1 and 2 appeared in "Deutsch als Fremdsprache," n3 and n4 1971. (DD)

The purpose of this outline is to give teachers and counselors general information on the vocational utility of foreign language skills, on the assumption that this information will help to increase and maintain enrollment in foreign language classes. Information is divided into two basic categories: "language important careers" and "language…

Student motivation is one of the chief factors in success in second language learning. The role of the language teacher in fostering this motivation is crucial. The teacher must offer a good language model, be a good technician of language teaching, and inspire mutual confidence and sympathy in the classroom. (CHK)