Motivation in Elt

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MOTIVATION IN LEARNING A FOREIGN LANGUAGE

BY 1st LT ERDİNÇ KURU

AIR FORCE LANGUAGE SCHOOL
2010

Table of Contents page

What is Motivation? …………………………………………….3 Motivation Factors in Language Learning…………………........3 General Strategies of Motivating Students……………………...4 Incorporating Instructional Behaviors that Motivate Students….4 Structuring the Course to Motivate Students……………………5 Motivating Students by Responding to Their Work…………….6 Conclusion………………………………………………………7

WHAT IS MOTIVATION?

However simple and easy the word “motivation” might appear, it is in fact difficult to define. It seems to have been impossible for theorists to reach concensus on a single definition. According to the Webster’s : to motivate means to provide with a need or desire that causes a person to act. According to Gardner (1985) motivation is concerned with the question, “Why does an organism behave as it does?” Many researchers consider motivation as one of the main elements that determine success in developing a second or foreign language since it determines the extent of active, personal involvement in second language learning. ( Oxford&Shearin,1994) What can we infer from all these definitions? What are the keywords that “motivation” triggers in our minds? Motivation

Goal, Energy, Effort, Active involvement, Desire, Persistence “Patience, persistence, and perspiration make an unbeatable combination for success”. ( Napolean Hill )

MOTIVATION FACTORS IN LANGUAGE LEARNING

“ To a very large degree, students expect to learn if their teachers expect them to learn” (Stipek,1988) Motivation in language learning plays a vital role. It is motivation that produces effective second-language communicators by planting in them the seeds of self confidence. It also successfully creates learners who continuously engage themselves in learning even after they complete a targeted goal. There are several factors that affect students’ motivation to learn a second language: Internal Factors

Gender : Girls are known to acquire languages faster than boys. Hence, their motivation would be higher Goals: Why the learner is studying the language Need: How much the learner needs to study this language Interest : How interested the learner is in learning this language Attitude: How the learner views this language and its speakers Expectancy: How much the learner expects to succeed Competence: How capable of success they think they are Native Language Profiency: The more academically sophisticated the student’s native language knowledge and abilities, the easier it’ll be for that student to learn a foreign language. External Factors

Teachers : Encouragement, Feedback, Rewards, Scaffolding, Teaching Strategies&Techniques, Expectations Course Content& Classroom Atmosphere: Relevance, Attractiveness, Challenge, Relaxed&positive atmosphere Social Identity ( peer groups ) : Teenagers tend to be heavily influenced by their peer groups. In second language learning, peer pressure often undermines the goals set by parents and teachers. Peer pressure often reduces the desire of the student to work toward native pronounciation, because the sounds of the target language may be regarded as strange. Role Models : Students need to have...
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