Teachers of English to Speakers of Other Languages, Inc. (TESOL) Motivating Language Learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation Author(s): Marie (original) (raw)
Related papers
The motivational dimension of language teaching
Language Teaching
Motivation is recognized as a vital component in successful second language learning, and has been the subject of intensive research in recent decades. This review focuses on a growing branch of this research effort, that which examines the motivational effects of language teaching. This is pertinent because, despite enhanced mobility and expanding access to foreign languages online, most learners’ early encounters with the second language (L2) still take place in classrooms, and these encounters may shape attitudes and determine students’ willingness to invest further in the L2. Four main types of research are reviewed: first, that which deliberately seeks to identify and evaluate strategies to motivate L2 learners; second, that which has tested the validity of psychological theories of motivation by applying their precepts in L2 classrooms; third, that which assesses the motivational effects of a pedagogical innovation or intervention; fourth, research on what has been too often t...
2007
The teachers' use of motivational strategies is generally believed to enhance student motivation, yet there is scant empirical evidence to support this claim. This classroom-oriented investigation focused on how the motivational practices of EFL teachers in South Korea related to students' L2 motivation and motivated classroom behavior. In a first phase, the motivation of over 1,300 students was measured by a self-report questionnaire, and the use of motivational strategies by 27 teachers in 20 different schools was examined with a classroom observation instrument specifically developed for this investigation, the Motivation Orientation of Language Teaching (MOLT). The MOLT scheme, along with a post hoc rating scale completed by the observer, was used to assess the teachers' use of motivational strategies. The MOLT follows the real-time coding principle of Spada and Frohlich's (1995) Communication Orientation of Language Teaching (COLT) scheme but uses categories of ...
Motivation strategies in the language classroom
2001
The motivation of second language learners remains a topic of great interest and importance to researchers and teachers alike. Zoltan Dornyei has been researching and writing on motivation to learn second languages for a number of years and has published a great deal on the topic. In this new book he moves away from a research focus and provides a practical volume that aims to help teachers of second languages motivate their students. The book certainly fills a gap, as there appear to be few, if any, works covering the ground attempted here. The book is aimed at second language teachers rather than researchers, though it will also act as useful background reading for those who wish to research motivation-such readers will also certainly learn something useful from the book.
Motivation in language learning and teaching
2020
People have several different reasons to learn a foreign language; people often learn a language for practical reasons while others have a particular love for the language and its people. Language teachers are often very aware of the career benefits that language proficiency can offer, but learning the language is just an abstract undertaking needed for an academic degree to many language learners. Motivation and management of our own behaviour are necessary for effective learning. It is not easy, for example, to lose weight or quit smoking. Nonetheless, many people do well, lose weight and quit smoking because they are motivated to accomplish a particular goal. The purpose of learning is to find and apply the most effective way. If a teacher has a strong methodology and motivation, he will achieve his goal. The primary duty of the teacher is to give his students adequate encouragement. People do not learn a subject with their brains alone; other factors are also involved. Motivatio...