Motivational strategies in foreign language learning. Students’ vs. Teachers’ perspectives (original) (raw)
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Asian Journal of Education and E Learning, 2013
In grappling with the subject of motivation in the foreign language classroom, we will eschew a discussion of its various types, as they have been researched. In this paper, we will briefly examine a variety of techniques, strategies and macrostrategies which teachers can employ in order to motivate their students. As Dornyei (2001: 116) notes, "teacher skills in motivating learners should be seen as central to teaching effectiveness". Even though there have been a lot of education-oriented publications providing taxonomies of classroom-specific motives, they fall short of offering an efficient guide to practitioners. Thus, our main goal is to familiarise any putative "practitioners" with a set of techniques and strategies (henceforward, "motivational strategies") for motivating foreign language students.
Motivation and its Factors in Teaching Foreign Languages
CENTRAL ASIAN JOURNAL OF LITERATURE, PHILOSOPHY AND CULTURE, 2022
The issue of motivation is extremely important in the process of teaching a foreign language. Motivation is of particular importance for any human activity, including cognition. It is noteworthy that at the first stage of learning a foreign language, students, as a rule, have high motivation. They want to speak a foreign language, read, and learn about other countries. However, in the process of mastering this rather painstaking activity, the attitude of students changes. After all, this process involves a period of accumulation of knowledge, skills and abilities; overcoming difficulties that delay the achievement of goals. Motivation decreases, counter activity disappears, the will weakens, academic performance decreases, which in turn negatively affects the motives for learning.
Methods of Motivation Forming During Foreign Language Classes
Humanities science current issues, 2020
The problems and the specifics of motivation during foreign languages teaching in higher educational establishments have been considered in the article. The importance of this problem solving is determined by the fact that educational motivation is a decisive factor of educational process efficiency. Motivation provides interest to learning activity, improves the work of all cognitive mechanisms and speech activities: memory, thinking, attention and also activates the linguistic unit of memorization, which stimulates successful foreign language communication. The aim of our investigation is to analyse the nature, structure and approaches of the motivation forming, development and maintenance during foreign languages studying. The object of our investigation is the educational activity motivation, in particular foreign languages teaching. The subject of our investigation is the structure, components, mechanisms of effective functioning, conditions of motivational learning activity development. Different classifications of motivational factors have been considered. The main methods of learning activity stimulation during a foreign language studying have been distinguished by the authors according to the specifics of the subject: 1) the usage of interactive teaching methods; 2) the usage of computer technologies; 3) the usage of incentive techniques that create the conditions for productive speech skills mastering; 4) the usage of linguistic material; 5) the usage of interdisciplinary links; 6) the creation of a favourable atmosphere of communication; 7) the students' skills of independent work development; 8) the teacher's active position. The role of the teacher as the main motivator of the target settings successful implementation during a foreign language teaching has been determined. Also, in the context of this work, anti-motivation factors, affecting the quality of the educational process, have been considered. It has been revealed, there cannot be a single unambiguous classification of this phenomenon, so as these factors will depend on different aspects of educational process, for example, age, profession and social status. The anti-motivation factors which affect the quality of the educational process have been also considered in the context of this work. As a result of investigation, it has been stated that the level of motivation increasing during a foreign language studying is possible only with the complex usage of these conditions.
The Important Role of Motivation in Foreign Language Learning: A Review
2018
Motivation has been called the “neglected heart” of English language teaching (Rost 2006). Some teachers may forget that all of the learning activities are filtered through the students’ motivation (Dornyei 2001). In this sense, students control the flow of the classroom. Without student motivation, there is no pulse; there is no life in the class. When teachers learn to incorporate direct approaches to generate student motivation in their teaching, they may become happier and more successful teachers. The issue of motivation, particularly in English as Foreign language Learning (EFL) settings, is so important. Other considerations about teaching methodology seem to pale in comparison. It is important to think about motivation as the essence of English language teaching because of the stark realities of learning English for most of foreign language learners/students.
Motivation in Foreign Language Classrooms at Tertiary Level: A Case Study
2021
In teaching and learning a foreign language, especially English, motivation plays an extremely integral part in ensuring success. In this study, the researchers attempt to provide an overview of research on motivation and discover how motivation can assist second or foreign language learning in classrooms of English-majored students in the university setting. This study aims to investigate whether English-majored learners are motivated in learning English or not, focusing on extrinsic motivational factors to identify the factors to develop their motivation and maintain their journey of learning English. A questionnaire is devised and administered to 52 senior English-majored students. The data was then analyzed using the SPSS version 20. The results suggest that learners’ motivation is related to learning facilities and teacher’s personality which can encourage learners to think more positively and thus be more motivated in their language learning process. Along with providing speci...
Motivation Aspects in Foreign Languages’ Acquisition
SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 2020
Although foreign languages are broadly used in all spheres of life nowadays, not all students know foreign languages well. The study of students’ needs in the personal realm results in a discussion of motivation, which is a very topical issue for teachers. Empirical, quantitative and information processing methods were used in the research process. The questionnaire was worked out and the data was analysed. The aim of the pilot research is to find out the students’ motivation to acquire foreign languages. Several conclusions and implications were worked out. Students’ attitude to the foreign languages’ acquisition is positive in general. Students would like to acquire a very broad range of foreign languages, but the offer of the schools is rather limited. The role of the teacher is to encourage students’ interest and motivate them to acquire foreign languages.
Motivation and learning strategies on foreign language acquisition
South Florida Journal of Development, 2022
An imperative to global competence in 21st century education is learning foreign languages. This descriptive study identifies learners' motivation models and language strategies related to acquisition of Mandarin as Foreign Language. It covers 279 Foreign Language learners focused on Spoken Mandarin as actual respondents, utilizing a random sampling technique. The conceptual framework presents correlations on two major variables: learning motivation models-Gardner and Dornyei, and learning strategies-direct and indirect, effective to foreign language learning. Employing surveyquestionnaire as the main tool, it tested null hypotheses that learners' learning motivation and strategy have no significant relationship on Foreign Language learning acquisition; and have no significant difference on Foreign Language learning acquisition. Statistical tools utilized include frequency count, percentage, weighted mean, standard deviation, and Spearman Rho correlation analysis. Results revealed that respondents are more motivated with respect to models, while strategies are apparently very effective. Learning motivation models and learning strategies are of average relationship, posting moderate correlation. In conclusion, it gives affirmation that learning a new language can be very effective with proper motivation, supported by the application of wide-ranging learning strategies.
In the study of academic motivation in a language-learning setting, motivation has traditionally been considered an independent variable. The present study treats it as both a dependent function of classroom activities and an independent predictor of study time, expected grade, and whether a student will continue to study the language. Six distinct motivational types are discussed: motivation about the language, motivation about the class, confidence, external motivation, whether the class feels required, and self-reported motivation. Motivation about the language is found to be of particular importance in predicting outcomes, along with fun activities and activities that promote language use about students' own lives and interests.
The role of motivation on foreign language learning
This paper describes how motivation interferes in the process of learning a foreign language, and the importance of the teacher's role as the main personality who will ensure motivation through activities in the class. We also discuss how the motivation level fluctuates during the course or even the class itself and what can be done to diminish that. Finally, it aims to give a suggestion on how to enhance and maintain motivation in the ESL class through a multimodal lesson plan that approaches the five " T " theory.