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Effects of motivation in language teaching
Extrinsic motivation in relation to teaching and learning
Effects of motivation in language teaching
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Motivation is the important factor to stimulate students in learning. Gardner (1985) defined the motivation as “the combination of effort plus desire to achieve the goal of learning the language plus favorable attitudes toward learning the language”. Wlodwoski explained the motivation as “the processes that can (a) arouse and instigate behavior, (b) give direction or purpose to behavior, (c) continue to allow behavior to persist, and (d) lead to choosing or preferring a particular behavior” (1985) However, Dornyei (2005) gives a narrow understanding of motivation by contextualizing it in terms of language learning and defining it as one of the significant affected language in learning process because “it provides the primitive drive …show more content…
Pintrich (1991) stated that the external factors of extrinsic motivation could be rewards or grades that attack the learners to achieve their tasks. The motivated learners may not be interested in the task, but they still put their need to reach the goal. However, when the goal is achieved, the extrinsic motivation will be missing.
Motivation is an important factor, which will have an influence on the result of language learning. According to the study of Daskalovska, Gudeva & Ivanovska (2012) showed that older language learners would be typically motivated by extrinsic factor. They will learn for external reward, such as grades or rewards. However, when language learners can be able to successfully perform the language skills at exact levels, their self-capability increases, and they are likely to put more attempt into their learning. Learners want to achieve in their language learning skills and they are participated in their language learning.
Many researches show the role of motivating factors that are related to second or foreign language learning (Gardner, 1985). Consequently, motivation should be considered as a significant factor in successful language learning. Foreign language learning accomplishment highly depends on the effort of students who put the motivation into their
Daniel Pink looks at extrinsic motivation and explains why it is wrongly treated by people. He points out that this kind of motivation is all about stimulating people’s behavior, that can be made by rewarding it financially or punishing them for not achieving their goal. When people are eager to meet a certain goal just for the end result- the financial reward, they change their focus and shift their attention. Instead of focusing on the experience of the activity that they are performing, their main thoughts will be only about the reward given after achieving their goal. Daniel Pink gives two examples of similar situations, one of them being a girl taking money for each math lesson she attends and the other being an industrial designer, promised financial reward, if he make a hit product. Both of them would definitely work hard in the short-term, focused on the awaiting reward,
Once stated by Dwight D. Eisenhower, “Motivation is the art of getting people to do what you want them to do because they want to do it.” The aforementioned ideology places an emphasis on an individual’s internal desires, rather than an outside/external force driving the individual’s consciousness (cognitive evaluation.) Therefore intrinsic motivation is one in which an individual 's own desire comes from within; a relentless and genuine passion for an intended goal. On the contrary, when an individual relies on external factors such as, a reward or any other form of external reinforcement, an extrinsic motivation is exhibited. Although society likes to stress the importance in pursuing an internal motivation, in today 's modern world, an extrinsic factor far outweighs an internal desire to accomplish an objective.
“Motivation is the process whereby goal-orientated activity is instigated and sustained” (Schunk, Pintrich & Meece, 2008. As cited in Eggen & Kauchak, 2010, p.284). Motivation comes in many forms and can be divided into two broad categories - extrinsic and intrinsic motivation. Extrinsic motivators are external factors which can motivate a student; rewards are an example of this. An issue with extrinsic motivators is that the desire for the learner to participate often lessens, once the rewards are withdrawn (McCullers, 1987). On the other hand intrinsic motivation comes from within - learning for the joy of it - where the desire to learn leads to a higher level of knowledge, and is a reward in itself. Kohn (1996, p.285) states that research suggests, “Rewards actually decrease interest in intrinsically motivating tasks, therefore sending the wrong message about learning” (as cited in Eggen & Kauchak, 2010a)
Keller, John M. (2006). What Are the Elements of Learner Motivation? Retrieved July 4, 2011
Motivation to learn- The motivation is possibly for self-esteem, recognition or the possibility of a better quality of life.
When working with English language learners, it is important for the teacher to understand the importance of reducing the affective filter of the learner. The goal of an English language learner’s teacher is to present comprehensible input and ensure that the students effectively acquire the language (Steward, 2010, p. 4). In doing research on learning a second language, Krashen recognized three personal issues that affect the success or failure of English language learners. These issues are said to be motivation, self-confidence and anxiety (Zafar, 2011, p. 144). In order for an English Language Learner to acquire a second language, it is up to educators to do everything necessary to ensure the personal issues are addressed.
“Knowing the language can help us to express our opinions, hopes, and even our dreams” (Abidin, Pour-Mohammadi, & Alzwari, 2012, p. 119). There are diverse constituents that manipulate process of learning such as motivation, attitudes, anxiety, learning achievements, aptitudes, intelligence, age, personalities, etc. (Shams, 2008). Acceptably, one of the most significant constituents that effect on language learning is learners’ attitude (Fakeye, 2010).
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
It is first important to understand how motivation works in the classroom. There are infinite procedures teachers use to achieve desired effects from their students, but there are general patterns these motivational tools follow. In order for teachers to communicate with their students, they must identify with their needs on an individual basis (Gawel, 1997). This proposal is much akin to Maslow's Hierarchy of Needs, which states five basic needs that must be met in order to achieve full motivation. These needs, in ascending order, are as follows: physiological, security, love and belongingness, esteem and self-respect, and self-actualization (Gawel, 1997). Each of these needs details a very important issue in motivation inside the classroom and out.
Theorists believe that motivation within the classroom has its benefits when able to produce work from students. Some students have the ability to work without much motivation. This is known as intrinsic motivation. Intrinsic motivation is where students are able to motivate themselves and produce work at high standard. The students have to be determined to strive and have the self-ability to do the work that is needed (Brewer, Dun, Olszewski, 1988). Students who need more praise and encouragement to produce work come under the category of extrinsic motivation. Extrinsic motivation is about rewarding the students for their work. If a student is able to get done what they have been asked, they will be rewarded with for example a sticker or a lucky dip. Extrinsic motivation for some students means the reward is...
...ohen, D. A.& Dornyei, Z. (2002), Focus on the Language Learner: Motivation, Styles and Strategies: An Introduction to Applied linguistics, Oxford University Press
Student motivation can be affected by several factors. These elements include parent involvement, teacher enthusiasm, rewards, peers, the learner’s environment, personal experiences, personal interests of the student, and self-esteem and self-image.
Second Language learning is necessitated by the different situations of different people. For instance, it can be for social or academic purposes. Learners are affected by many factors in the second language acquisition process such as level of cognitive development, socio-economic and cultural background, age, motivation or ability and intelligence (Gomleksiz, 2001; Wisniewski, 2007). This paper will however concentrate on how intelligence or aptitude and motivation affect the learning of a second language.
Motivation is really important tool in a learning environment. Also motivation effects student learning and their behavior as well. It directs behavior towards particular targets. Also it effect the decision which students takes. In motivation mainly we have two types which is intrinsically and extrinsically being motivated. For example: when a student is intrinsically motivated they just do it for themselves not because of the reward that they will get back. It’s just because they have their own interest and they enjoy doing that. On the other side, when a student is extrinsically motivated they just do it for the reward that they will get. That’s why in learning process it’s important that each student should
The issue focused on importance of learning of foreign languages. Many people ask "Why should I learn foreign languages?" Learning a foreign language takes assiduity and free time. In order to understand this importance we need first to understand benefits of knowing and learning foreign languages. I offer several groups of these benefits below, which may help to convince you to take the plunge, if you need such persuasion. One groups of benefits represent economic and practical reasons, others have intellectual and even sentimental content, but whatever reasons you choose, you will have a clear idea of why learning foreign language so important and how it can help to motivate you in your studies.