1. Motivation and English learning
Many researchers in the world (Dornyei, Z., Ushioda, E., Oxford, R., Shearin, J et al.) have investigated what motivation is and what dimensions of motivation have effects on second or foreign language learning.
Oxford and Shearin (1994) opined that motivation has a strong impact on how students use L2 learning strategies, how much learners interact with native speaker, input they receive in the target language, how well they do on curriculum test, how high their general proficiency becomes, and how long they preserve and maintain L2 skills after language study is over.
In the the relationship between motivation and language skills, Lucas (2010) noted that students are intrinsically motivated to learn speaking and reading skills and that they are intrinsically motivated via knowledge and accomplishment.
Ditual (2012) was of the opinion that the learners with positive attitude towards English language learning are highly motivated both instrumentally and integratively. He further claimed that learners motivation is not affected by external factors.
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The study was worthy of doing because the target population study English language course as part of foreign language policy of Bangladesh as well as the medium of instruction policy of the university. The data of this study were collected through a questionnaire survey administered upon a total of seventy nine randomly selected samples. Upon the completion of the collection of data, these were analyzed, computed and tabulated using SPSS. The findings suggest that the respondents were found to be positive towards English language and this could be attributed to the fact that respondents were instrumentally motivated towards
Language development is very important, and these programs use the students’ native language as a tool to develop their second language. The time spent on each language and the quality of the language input play an important role in students’ language development. Tier one, two and three language strategies can be used to help the students meet their individual and group needs. Irby, Lara-Alecio, Mathes and Tong (2011) found out that students make the most progress in the language they are exposed to the most. When students were exposed to their native language for a greater amount of time (especially in the early years), they developed it and were able to transfer the skills and strategies as they learn their second language.
Intrinsic motivation has several advantages over extrinsic motivation. First of all, intrinsically motivated learners are more likely to select challenging tasks. Second, evidence suggested that learners gain more knowledge when they read material that they consider intrinsically interesting. Third, the conditions that support intrinsic motivation also promote greater creativity and better conceptual learning. Fourth, intrinsic motivation is associated with greater pleasure and more active involvement in activities.” (p.
Writing has always been a way to express, an elaborate the world of creativity. By taking these English courses, I have accomplished a variety goal that has made me grow as a person, but there are still many areas in writing that I still need to focus on. Now having a stable base in English I can further improve in the areas I do not excel at by taking English 1302. By realizing that the skills I will acquire in this English course, it would benefits fit me later in my life.
Keller, John M. (2006). What Are the Elements of Learner Motivation? Retrieved July 4, 2011
“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)
Mostly children can adapt and/or learn a foreign language better than adults due to children developing language and skills spontaneously (Honigsfield, 2009). Second language learners have variables such as memory, perception, acquisition, conscious and subconscious learning styles, and recall. Even though, second language learners have those instilled variables, it is imperative for the teachers to guide learning and set the conditions of learning.
After analyzing the different forms of motivation in promoting reading literacy, researchers have determined that students that are more intrinsically (internally)
In second language acquisition, it is crucial to take into account specific factors which influence the attitude held by different groups of learners leading to different levels of L2 proficiency. Some of these important factors comprise age, sex, social class, and ethnic identity (Ellis,
...tivated to learn a language. Therefore English Language Teaching methods seem to be designed with a deep focus on motivating the students. As Thornbury (2005) argues that, concerning Dogme ELT, the motivation element is likely to be covered since the learners’ voice has obtained a space in the classroom. In other words, the students ideas and needs are dealt with as a crucial fundamentals of the process. Moreover teachers’ motivation tends to be as important as students’ motivation.
“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).
Motivation to learn- The motivation is possibly for self-esteem, recognition or the possibility of a better quality of life.
English was a course I usually breezed through during high school. It was never my best or favorite subject but it sparked interest when I was able to choose my own topics for papers. Writing persuasively was one of my fortes and feel that factual writing is something I generally excel at. My English 1201 class was by far my best performance over 1202 due to the type of writing style. I felt I was able to write fluently without facing many struggles unlike in 1202. I am extremely glad I excel in this type of writing because my majors (economics and finance) mainly focus on factual writing. I must say I look forward to business writing because I feel it will be more beneficial to me in the long run. In 1202, my writing
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.
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
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.