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The Effect of Motivation on Language Learning

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The concept of motivation has been the subject of many studies and is considered a crucial determinant of successful achievement in the field of language learning. A motivating learning environment has to support the education process. It generates learning initially and later will guide the process of acquiring a target language (Cheng & Dornyei, 2007). Teachers have long recognized that motivation is centered to problem-solving in education. Motivation is the key factor in getting students involved in the learning process and in keeping them engaged at their level of academic performance (Oliver, 1995). Many researchers point out that a person's behavior is predicted by his intentions which are determined by the attitudes of his character. Desired behaviors can be influenced by increasing results. In the past, educators worked hard to find proper methods for shifting students' attention towards learning. Creative engagements can serve to improve motivation. Thus, researchers have found that student engagement is an effective motivation strategy. Foster Walsh (2003) has devoted great attention to the use of creative engagement in the classroom. According to Walsh, the learning process is truly much easier when teachers know how to stimulate their students' interests. A motivating classroom is perhaps defined as an environment where learning is facilitated by the impact of the teacher's efforts. Attention also has to be given to the need of the students through meaningfulness. Meaningful connections between teachers and their students is also a catalyst for a better learning atmosphere. Meaningful context and applied learning undoubtedly correlate with the lives of students (Walsh, 2003). In order to use creative engagement s...

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...1996) indicated that well-motivated language learners realize the progress they are making, hence they are motivated to achieve further effort and success. Williams et al. (2002)( p.506) pointed out that the aspect of motivation to learn a second or foreign language is more complex than other learning aspects. However, beside the agreement on the issue of complexity, the instruments of social and educational context are also considered essential factor that increase motivation. Additionally, Csizér and Dörnyei (2005), have also shown in their study the impact of educational instruments on learning integration. It was linked to "self-concept" that can be represented by the language choice and effort. The reader self-concept thus is an important element in influencing learners' literacy practices in the extent to which they evaluate themselves as readers.
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