Attitude and motivation has been a huge part of language learning process. Since 1985, Adnan & Nor Azmi (1985:1995) research has proven that motivation and attitude has significant effects on second language (L2) learning. Due to the historical and educational framework, the status of languages in Malaysia has changed drastically. Ever since British Colonization in 1900s English language has been widely used for globalization, economical and especially for educational purposes (Mandal, 2000). Students in Higher Education Malaysia are supposed to be exposed with approximately 11 years of English language throughout their academic journey: 6 years of English language exposure in primary school and 5 years of language learning in secondary school …show more content…
Asmah (1982) linguistically speaking added that since Bahasa Malaysia is the official language and medium of instructions in schools and even higher education. With the treatment, National Language Policy (NLP) implemented by Ministry of Education sets English just as an official second language (L2) of Malaysia. According to Pillai (1994) Malaysia language problems, in effort of strengthening Bahasa Malaysia as national language but English-language schools in both British and American curriculum still exists to cater to expatriates children. (Pillai, …show more content…
For instance, Alshamy (2012) Attitudes and Motivation of EFL Learners towards English: A Case Study of PYP Saudi University investigated on gender effects on English language learning whilst other research uses Social Economic Status (SES) by Bidin, Jusoff & et. al. (2009). Other variables that were used are the discipline or the participants that have an influence on their success in English language outcomes. Tamimi does this research & Shuib (200) HADRAMOUT shows that Petroleum Engineering students have a positive attitude and high interest on the English language and
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.
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,
The author believes that goals and desires require an individual to be motivated to move from one state of being to the next. This motivation encompasses the emotional, cognitive, social, and biological drives that trigger behavior (Maslow, 1943). Accordingly, the word motivation befalls the frequently used description of why an individual achieves a goal, and the term motivation originates from the Latin root movere, which means “to move.” Therefore, motivation stands as the state that “moves” an individual to act in a particular way. For instance, when one is lying on the beach on a warm summer day and begins to feel hot, the physical need to cool down might cause one to stand up, go to the water for a dip. If the heat remains too over-bearing,
Motivation is derived from the Latin word movere, meaning “to move.” It is “the tendency for the direction and selectivity of behavior to be controlled by its connections to consequences, and the tendency of this behavior to persist until a goal is achieved.” (Anshel, 1948) An athlete with motivation is energized to participate in a purposeful and meaningful task. Motivation is fueled by motives, which are an individual’s anticipation of reaching a goal. The purpose of motivation is to prolong desirable feelings and actions of athletes. (Straub, 1984) Athletes are motivated because they want to improve their performance in a sport. Athletes can improve their motivation by engaging in activities that they find pleasant and have realistic expectations for some success. Motivation can be found in personal characteristics that foster ambition, as opposed to just personality type as many would assume. Personality type contributes to the amount of motivation in an individual but it is only a part of the combination needed for the highest level of motivation. Certain personal characteristics may be combined with other factors in an individual’s environment to increase motivation. (Anshel, 1948) Motivation is based on success and failure, and how an athlete reacts to these instances. The many types of motivation affect athletes in various ways, depending on their current levels of motivation and their reaction to the events in their life.
One of the many opportunities we have in the United States today is access to an education. I believe that being educated by teachers is very important. There are many benefits for pursuing a college degree. A few valuable advantages of higher education are African-Americans (and other minorities), like me, are able to be educated, job security, and a great salary. When I was growing up, my mom always let my siblings and I know the importance of education. For example, if I did not know the meaning of a word, my mom would say, “Look it up in the dictionary.” This taught me to read and research information instead of asking my mom for the answer. Every summer my brother, sister and I always participated in the Children’s Summer Reading Program at the Kalamazoo Public Library. My mom
One of the most important factors to achieving success with your business is the ability to motivate your
Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from 1-8 we must keep in mind that everyone is unique and process things within their own time table.
Besides already knowing what I’ve wanted to do since I was in the eighth grade, I have always been drawn to education in a way that it has motivated me to keep moving forward. Also on a personal side now that I am pregnant with our first baby, I feel that it is an obligation for me to be the person that our children look up to when it comes to schooling. Accordingly, I have a few reasons to be motivated to continue my education and I would say that the main reason would be for our children. I have always been afraid to fail, especially when it comes to schooling, I may have gotten good grades in high school, but that is because I worked hard so that when I graduated I could pursue college and be successful at it. Becoming an elementary
Motivation is an internal process that makes a person move toward a goal, the dynamic of behavior. Do not be fooled though, people can be motivated by external incentives as well. First, a person experiences a need that energizes behavior called drive. A response is then activated that leads a person to their goal. According to Coon and Mitterer (2016) motives can be divided into three categories, biological, stimulus, and learned motives.
There has been little research done on how the language of those in leadership positions can effect employee communication, but the Motivating Language Theory (MLT) suggests that speech can affect the willingness of the employee and improve communication skills along with employee performance. This theory was tested according to the Motivating Language Scale (MLS) which views three different speech acts: The locutionary language defines and explains the culture, rules, and regulation of an organization in hopes that the employee interprets the new information easily and adapts accordingly. It is the middle ground approach. Perlocutionary language is more forceful and leaves very little room for interpretation and uncertainty. It is most often
The present reaction paper is based on the article called Language Learning Strategies in a Nutshell: Update and ESL Suggestions, written by Rebecca L. Oxford (2004). In her article, the author refers to learning strategies in and out of the field of second language (henceforth L2). She defines strategies as the conscious plans or actions taken by learners to improve their progress in developing L2 skills and their communicative abilities. Oxford claims that according to research, explicit instruction on language learning strategies is beneficial for students in one of two main areas: overall proficiency or specific skill improvement. From this perspective, it is believed that explicit instruction on language learning strategies allows students to become good language learners who know, and understand that the use of strategies can be beneficial and even transferable to other fields of study.
However, during the last 20 years language learning trends have noticeably changed in favour of the study of English as a foreign language, ...
As the global communities migrate from their native home lands to new countries and regions, the need to learn a new language becomes an imminent requirement. Learning second language for an individual with not back ground to the language can be a serious proposition which can results in seriously straining the individual. This makes it very important to select a learning strategy very carefully to prevent complicating the learning process and also one which will help speed up the entire learning process (Bitchener 2007). With this in mind there are three main approaches linked to learning a 2nd language namely the behaviourist, Halliday’s and Chomsky’s approaches. Each of these adopts different learning theories but that all promote
Platt, J. & Weber, H. (1980). English in Singapore and Malaysia: Status, Features, Functions. Kuala Lumpur: Oxford University Press
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.