Learner motivation
Motivation is regarded as a short-term affair from moment to moment in the class. There are two types of motivation: integrative motivation and instrumental motivation. The former prompts students either to identify themselves with the target culture and people or to reject them. The latter refers to the situation where students are stimulated by an ulterior motive, for example, to pass an examination, or to find a job. A successful L2 language learner might be spurred either by an integrative motivation or by an instrumental one, or indeed by both, for one does not rule out the other. (Cook, 1996: 97) As a matter of fact, students in our learning context share either the integrative motivation (students like David, Carol and Hailey) or the instrumental one (students like Hailey
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By doing so, the ‘participation rights’ and ‘responsibility’ were handed over to students to manage their own language learning (Clifton 2006: 143). Clarification request plays an important role in second language acquisition in that learners are pushed to produce ‘comprehensible output’ by reformulating (rephrasing or paraphrasing) their contribution. (Swain, 1985, 1995, 2005, cited in Walsh 2006a; Garton 2002) The utilization of such kind of negotiated interactional devices get learners involved in elaborating and producing longer turns than answering routine or display questions (Lynch 1991: 203). By engaging in the topic that is of their interest, learner authenticity can be achieved. It helps create and sustain a high degree of motivation among learners (Kumaravadivelu 1993:18). It also brings the theoretical sequential organization of language class to life, helping students raise conscious awareness of the “conversational importance of expanding initial answers” (Nakamura 2009:132), and importance of “developing their own interactional management skills” (Garton 2002:
“Motivation is a complex part of human psychology and behavior that influences how individuals choose to invest their time, how much energy they exert in any given task, how they think and feel about the task, and how long they persist at the task” (Urdan & Schoenfelder, 2006). The biggest question educators face in today’s classroom is what motivates a student to do something and why? Virtually all students are motivated in one way or another. Research of student motivation suggests a theory that emphasizes a social-cognitive perspective. The cognition of students regarding academic work are influenced by social factors, such as messages from the teacher about the difficulty of the task, the perceived abilities of classmates, and the information about the importance of learning the material (Urdan & Schoenfelder, 2006). In this paper the focus will primarily be on those elements within the classroom that influence student motivation and engagement.
In the above cited article (Norton, 1997) we can find the case of Mai, an interview which is particularly revealing in terms of motivation. Mai is an immigrant girl living in English speaking country. She explained that after attended to a 6 months-ESL intensive course, after achieving successfully some expected goals, she continued with an ordinary course. Mai had to do a big effort after working long hours to attend to this course. So, it could be said that her motivation was considerably high. However, she expressed an enormous frustration because despite all the sacrifices she was meant to do, she ended up learning “nothing at all”. Her reflection, as the reflection of many L2 students,
Keller, John M. (2006). What Are the Elements of Learner Motivation? Retrieved July 4, 2011
Moreover, Gardner (2001) insists that there is a close contact between motivation and language learning success. Additionally, Engin (2009) insists that learners need to know what types of motivation they have them to achieve greater success. There are two important types of language learning motivation, which are the integrative and instrumental motivation. Gardner (2001) defines integrative motivation as willingness to be a member of the target language’s community (p. 9). Those learners have strong interests in the target language and its culture. On the other hand, Gardner (2001) describes instrumental motivation as using the language as a tool to get decent job and being well educated (p.10). He also learners have the possibility to have
Currently, in the state of Georgia, the TKES system used to observe teachers reflect instruction in departmentalized and self-contained classrooms. As a result, schools are transitioning to more departmentalized classroom settings due to increasing enrollment of students, higher demand in differentiation, and easier transitions to upper grade levels. This study will help determine the importance of departmentalized versus self-contained classroom settings. A study by, Dr. Alecia Sthrol showed statistics that teachers in middle school and high school have seen a drastic change in student achievement due to departmentalized classroom settings. However, there were a lot of cons that came along with the process that if not kept to par, would result to a decrease in student achievement. The purpose, of this research is to determine if departmentalized classroom settings or self-contained classroom settings affect student motivation and achievement for fourth grade students. (insert motivation statements here)“According to the self-worth theory of achievement motivation, a sense of academic self-worth is the most critical factor in determining student attitudes and behavior. The key to academic self-worth is students’ perceptions of their own ability in school, especially in comparison with others. Students learn to avoid shame and humiliation due to failure by choosing to not try. This type of, intentional resistant classroom behavior have been coined “negative motivation” (Teel, 2001 p. 16).
In daily life, we need motivation to improve our performance in our job or in studies. Motivation is an internal force, dependent on the needs that drive a person to achieve. In the other words, motivation is a consequence of expectations of the future while satisfaction is a consequence of past events (Carr, 2005). We need to give reward to our self when we did correctly or we has achieve our target. Reward is something that we are given because we have behaved well, worked hard, or provided a service to the community. Theories of motivation can be used to explain the behavior and attitude of employees (Rowley, 1996; Weaver, 1998). The theories include content theories, based on assumptions that people have individual needs, which motivate their action. Meanwhile according to Robbins (2001), motivation is a needs-satisfying process, which means that when a person's needs are satisfied by certain factors, the person will exert superior effort toward attaining organizational goals. Schulze and Steyn (2003) affirmed that in order to understand people’s behavior at work, managers or supervisors must be aware of the concept of needs or motives which will help “move” their employees to act.Theories such as Maslow (1954), McClelland (1961), Herzberg (1966) and Alderfer (1969) are renowned for their works in this field. The intrinsic reward or also be known as motivators factors is the part of Herzberg motivation theory. Motivators are involve factors built into the job or the studies itself such as achievement, recognition, responsibility and advancement. Hygiene factors are extrinsic to the job such as interpersonal relationship, salary, supervision and company policy (Herzberg, 1966. There have two factors that are called hygiene fac...
Motivation to learn- The motivation is possibly for self-esteem, recognition or the possibility of a better quality of life.
A major proportion of class time is taken up by teachers talking in front of the classroom(Nunan & Bailey, 2009). No matter what teaching strategies or methods a teacher uses, it is necessary to give directions, explain activities and check students’ understanding (Richards & Schimdt, 1985). This clearly emphasizes the importance of teacher talk in language classrooms. Walsh (2011) claimed that teacher talk is more important in language classroom than any other classroom since in this context the language being used by teacher is not only the means of acquiring new knowledge; it is also the goal of the study.
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.
Learners’ engagement in authentic and meaningful task to promote language learning. (the learning process is influenced by linguistic, social, cognitive and individual factors)
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.
What contributing factors affect student motivation towards success in college? Motivation is a force that helps people to achieve what they yearn to be, which helps people conquer obstacles to reach a goal. Students can be physically present in the classroom, but mentally absent. Many things can play a factor in student academic success from the quality of the professors’ lecture, to sufficient and modern facilities or the effective engagement between student and professors. In many researches including the books Lives on the Boundary by Mike Ross and Academically Adrift by Richard Arum and Josipa Roksa it demonstrates factors that students face in the achievement of academic success. Those factors that coincide on student academic success are motivation, life responsibilities, and preparation.
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 world’s ability to prosper is directly affected by the people that inhabit it. Humans have always been curious. This curiosity has lead to some of the greatest discoveries in human history. Along with curiosity came the desire to learn, this desire to learn has led to the creation of schools. It is within these schools and other places of learning that the key to humanity thriving lies: in education and curiosity.
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.