Second Language Motivation; The Role of Teachers in Learners' Motivation (original) (raw)
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MOTIVATION AS A PROMOTING DETERMINANT IN SECOND AND FOREIGN LANGUAGE CLASSROOM: A REVIEW
Motivation plays a significant role in the rate and success of second and foreign language learning in general, and in classroom language learning in particular. This paper overviews research on motivation as a promoting determinant in second and foreign language classroom and deals with the meaning of motivation, theories of motivation and explains how teachers can generate and maintain motivation in second language classroom. Research on motivation for second language learning has shown that teachers should be aware of their actions and behaviours in classroom because it is very likely that teachers' actions can demotivate learners.
International students learning English as a second language in Australia were studied to find how their perception of teachers' level of commitment to teach them English affects their own motivation to study English. A questionnaire survey was administered on the learners at three different levels of proficiency to also identify the relationship between the levels of study and the learners' perception of teacher as a factor affecting the learners' motivation. The results showed that there is a positive correlation between the learners' motivation and their perception of teachers' commitment to teach, and the intermediate level is the most problematic stage in English study in terms of motivation. The results also found that the level of study is a factor which affects the learners' perception of teacher factors which most strongly influence the learners' motivation. These findings support the general claim that language teachers are one of the most important factors influencing learners' motivation, but the learners' level of proficiency may be a factor that needs to be taken into consideration for a further discussion regarding the validity of a certain teaching strategy to motivate second language learners.
The Importance of Motivation in Second Language Acquisition
According to Rost (2006) motivation has been called the " neglected heart " of language teaching. As teachers, we often forget that all of our learning activities are filtered through our students' motivation. 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 we learn to incorporate direct approaches to generating student motivation in our teaching, we will become happier and more successful teachers. The issue of motivation, particularly in EFL settings, is so important that other considerations about teaching methodology seem to pale in comparison. It is important to think about motivation as the essence of language teaching because of the stark realities of learning English for most of our students.
Language Learning, 2013
While consensus exists about the critical role of learners’ motivation in second language acquisition, controlled investigations of the effects of teachers’ motivational strategies are limited. The research reported here used a quasi-experimental design to assess the effects of motivational strategies used by Saudi English as a foreign language (EFL) teachers (N = 14) on Saudi EFL learners’ (N = 296) self-reported learning motivation. The experimental treatment involved class-time exposure to 10 preselected motivational strategies over an 8-week period; the control group received traditional teaching methods. Multivariate analyses revealed a significant rise in learner motivation over time exclusively or predominantly among experimental vs. control learners, which held robust even when controlling for pretreatment group differences. These results provide compelling evidence that teachers’ motivational behaviors cause enhanced motivation in second language learners.
The study aimed to identify different second language (L2) learner motivational types drawing on the framework of the L2 motivational self system. A total of 1,278 secondary school students learning English in Iran completed a questionnaire survey. Cluster analysis yielded five different groups based on the strength of different variables within their motivational configurations. Further analyses revealed that the motivational groups have different motivational, emotional, and linguistic characteristics. In the second part of the study, the sample was divided into promotion-focus and prevention-focus groups based on the self-regulatory focus theory. Partial correlation analysis showed that while the ideal L2 self and instrumentality promotion were associated with motivated learning behavior for both the promotion-focus and prevention-focus groups, only the ought-to L2 self and instrumentality prevention were associated with motivated behavior for the prevention-focus group. The study highlights the importance of considering motivational types in L2 motivation research.
Importance of Motivation in Learning English Language
Humanitarian and Natural Sciences Journal, 2022
Around the world, motivation plays a controlling role in the process of attempting to learn a certain division of study; even in learning a specific language, motivation and its basic types and theories must be studied by both the teacher and the learner, its role and effect on the learning process inside and outside of L2 classrooms. Teachers of a second language also play an important role in motivating and assisting their students in improving the type of motivation they have in order to develop their abilities in learning the language they wish to learn. So, the purpose of this research is to identify motivation with its various types and theories as defined by Gardner and Dorney, as well as to discuss teachers' roles in developing motivation in their students and assisting them in the process of learning a second language.
THE ROLE OF MOTIVATION AS A SINGLE FACTOR IN SECOND LANGUAGE LEARNING
This article aims to investigate the various aspects and models of motivation that affect Second Language Learning (SLL). The primary focus is on the learner and the internal factors that encourage and facilitate their pursuit of language achievement (i.e. intrinsic/integrative). It is evident that there are external factors that also influence this process (i.e. Extrinsic/instrumental). So, the significant question such as; whether one can identify which type of motivation an individual will exhibit and whether this will lead to a greater or lesser success than another type, are also addressed in this paper. In line with William and Burden (1997), motivations from both internal and external influences are to some extent intertwined and rooted within individuals. However, with that being said, a common ground among scholars who may have opposing views in this topic, would agree that the individual themselves are or should be aware of the motivation that drives them in second language acquisition.