Developing intrinsic motivation of lower primary school learners of English through activating multiple intelligences

Abstract

Motivation is a fundamental element in the learning process, particularly for pre-primary learners, whose natural curiosity and enthusiasm are key drivers of their engagement. This article will examine the concept of motivation in this age group, distinguishing between intrinsic and extrinsic types. It will explore which types are most prevalent in young learners and highlights the importance of fostering intrinsic motivation to promote sustained interest   in learning English. The study integrates Howard Gardner’s Theory of Multiple Intelligences to advocate for individualized teaching strategies. By aligning learning activities with children’s dominant intelligences educators can create a more inclusive and engaging classroom environment. This approach not only enhances language acquisition but also nurtures students’ overall cognitive and emotional development. The article will outline practical methodologies for incorporating multiple intelligences into lesson planning, emphasizing the role of differentiation in addressing varied motivational and intellectual needs. The concluding section presents examples of specific exercises tailored to pre-primary learners, demonstrating how such practices can effectively support both motivation and language proficiency development.