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Explain the effects of motivation on language learning
Explain the effects of motivation on language learning
Explain the effects of motivation on language learning
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Explain the role of Motivation and Aptitude in Second Language Learning?
Bodies of knowledge: Motivation, Model of motivation: Integrative, Instrument, Aptitude, Second Language Learning
Many factors affect second language learning. One of the most significant factors in the overall process of learning is a learner’s motivation and ambition to learn a particular language as well as his/her aptitude for learning it.
Motivation originates from the reasons, and emotions that contribute strong potential and meaning to the teachers and the learners as well. Romando defined motivation as an internal drive that activates behavior and gives it direction. The term of motivation theory is concerned with the processes that describe why and how human
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These are phonemic coding ability, grammatical sensitivity, inductive language learning ability and the rote learning. This test focuses on students' ability in using phonetics to differentiate phonemes in the target language. It also concentrates on how students can use grammatical structures and generalize patterns from sentences. Finally, it measures students' abilities to remember vocabulary lists of foreign words paired with …show more content…
By promoting learner autonomy, teachers guide learners how to study efficiently. Furthermore, teachers can excuse students with low aptitude from mandatory foreign language requirements.
Aptitude and motivation play vital role in learning a second language. One may have high aptitude, but the motivation is low, this person might not succeed in learning. However, if he is highly motivated, he will encounter his needs and overcome difficulties to achieve learning. In sum, motivation and aptitude are significant points in the classroom since they correlate to how successful language learners are.
References:
COOK, V. (2008). Second language learning and language teaching (Fourth ed.). London: Hodder Education.
Romando, Richard. “Self-Improvement.” Motive Theory, 8 Jan. 2007,EzineArticles.com/expert/Richard_Romando/44499.
Celce-Murcia, Marianne, et al. Teaching English as a second or foreign language. National Geographic Learning, Heinle Cengage Learning, 2014.
Walqui, Aída. Access and engagement: program design and instructional approaches for immigrant students in secondary school. Center for Applied Linguistics and Delta Systems Co.,
When reading the article, “Principles of instructed second Language” by Professor Rod Ellis (2008), he gives us a brief overview of eight principles that we can use to help ELL students. L2 (second language learners), must be able to adapt to the language of America. As educators we must find the correct road map to assist these students. SLA researchers are not so sure that we can help these students to achieve this goal. Professor Ellis does believe with some guidance that educators can have “provisional specification”.
What is motivation? According to text, motivation is defined as a set of factors that activate, direct, and maintain behavior, usually toward a certain goal. Motivation is the energy that makes us do things: this is a result of our individual needs being satisfied so that we have inspiration to complete the mission. These needs vary from person to person as everybody has their individual needs to motivate themselves. Depending on how motivated we are, it may further determine the effort we put into our work and therefore increase the standard of the productivity. There have been a wide variety of theories about motivation developed over the years. Several are drive-reduction theory, arousal theory, psychosocial (both incentive and cognitive) theory, and Maslow’s H...
One thing I learned is the importance important of getting to know students and their cultural backgrounds. The practices used in the classroom should cater to the needs of students in the classroom. For example, I have several students who have been classified between Stage 3 and Stage 4 language acquisition. In order to serve these students effectively, I would need to know the stage they are classified at. Next, I would need to implement strategies to increase learning. The materials chosen to read in class should be interesting yet challenging for my ELL students. Knowing about my students’ background and using strategies and tools to support them is the most important lesson that I’ve learned in this course. This understanding applies to any diverse student that I may teach. Truly getting to know students and their backgrounds, as well as intentionally implementing strategies that will help benefit students’ academic growth are examples of best practices in teaching. This has been the most influential lesson learned in this class because it can be applied to every student that I will teach. I plan to implement what I’ve learned into my classroom and create an environment were all students feel safe and motivated to learn regardless of their
Howard, Elizabeth R., and Kathryn J. Lindholm-Leary. Guiding Principles for Dual Language Education. Washington, D.C.: Center for Applied Linguistics, 2007. Print.
Throughout history, motivation has been one of the components to survival. Motivation is needed to get up in the morning and go on about the day in order to survive. As humans began to evolve, so did society, which meant our drive and motivation were derived from different goals rather than one common one. Rather than depending on biological drive, humans started to depend on the system of rewarding the good behavior and punishing the bad. This operating is known as Motivation 2.0 (Pink, 2009). However, this method is flawed due to the fact that this implies that humans are no different from a herd of livestock.
In all, it is important for students of all abilities to learn a foreign language. Not only
ERIC Clearinghouse on Languages and Linguistics Washington DC. (1992). Myths and Misconceptions about Second Language Learning. ERIC Digest. <http://www.ericfacility.net/ericdigests/ed350885.html>
Motivation is defined as the process that guides, initiates, and maintains goal orientated behavior and thought (Cherry, 2013). Motivation is what drives individuals to do what they do, whether it is something as simple as getting a drink because he or she are thirsty or something as big as getting up every day and gong to work for a paycheck.
O’Neill,S., Gish, A. (2008). Teaching English as a second language. South Melbourne, VIC: Oxford University Press.
Williams, J. N. (1999). Memory, aptitude, and inductive learning. Studies in Second Language Acquisition, 21, 1–48
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
The L2 Motivational Self System represents a major reformation of previous motivational thinking by its explicit utilization of psychological theories of the self. The actual model has grown out of the combined effect of two significant theoretical developments, one taking place in the L2 field, the other in mainstream psychology. Indeed, L2 motivation researchers have always believed that a foreign language is more than a mere communication code that can be learnt similarly to other academic subjects, and have therefore typically adopted paradigms that linked the L2 to the individual’s personal core, forming an important part of one’s identity. Thus, proposing a system that explicitly focuses on aspects of the individual’s self is compatible with the whole-person perspective of past theories (Dörnyei, 2009). (Study 8, p. 1) The L2 motivational self system is based on the idea that learners’ drive to reduce the perceived discrepancy between one’s here-and-now (actual) self and their future L2 selves provides the necessary motivation for language learning behaviors (Mostafa & Papi, 2014). (Study 11, p. 4) This model of motivation contains two self-related components: Ideal L2 self and Ought-to L2 self. In this model, Ideal L2 self is one’s ideal self-image expressing the wish to become a competent L2 speaker. The Ought-to L2 self contains ‘attributes that one believes one ought to possess (i.e. various duties, obligations, or responsibilities) in order to avoid possible negative outcomes’ associated with not being able to speak the L2 in question (Kormos, Kiddle & Czice, 2011). (Study 3, p 3)This study is the most updated one regarding the field of motivation and it’s widely used nowadays; although, you can’t forget all previous
In the process of teaching and learning, motivation is regarded as an important element that allows the students to be actively involved, the learning process becomes the last in a meaningful, worthwhile and enjoyable (Hj Kamarudin Husin, 1993)
Motivation is simply why someone acts the way they do. It is the process of setting goals, and then and then accomplishing them. “The four elements to motivation are personal drive to improve, commitment to goals that you set, initiative for opportunity readiness, and being optimistic when pursuing your goals. Some advantages for self-motivation are being well organized, having good time management skills, and having more self-esteem and confidence in yourself.” (Skills You Need, 2001-2017).