Motivation for Learning Foreign Language and How to Keep Students Motivated Motivation for Learning Foreign Language Winke (2005) defines motivation as being encouraged to do something. Language is described as the medium through which thoughts are expressed…
Motivation to learn a foreign can also be defined as “complex of constructs, involving both effort and desire, as well as a favorable attitude toward learning the language at hand” (Winke, 2005, p3). In other words, the learner is encouraged to learn a foreign language because of the underlying factors such as integration into the society using the language. Motivation in learning a foreign language happens when the learners find importance in learning the language of the society they live in. The learners use the language to exchange opinions, and express their thoughts with each other and thus, increasing their urge to learn the language autonomously and continuously. Types of Motivation Motivation can be categorized into integrative motivation and instrumental motivation. Integrative motivation is defined as the learner’s orientation towards learning second language (L2). Successful students in learning a foreign language tend to be those who admire people that speak the target language, like their culture and have the urge of integrating or becoming familiar with the society using the language. When an individual becomes a resident of a certain community that makes use of the target language in its daily interactions, integrative motivation becomes the key element in developing the level of language proficiency. It becomes mandatory for the individual to function socially within the community and becoming one of its members (Norris-Holt, 2001). On the other hand, instrumental motivation is characterized by the need to gain something concrete or practical from the learning of a second language. The goal of acquiring second language in instrumental motivation is utilitarian, for instance, meeting the necessities for university or school graduation, application for a job, reading technical material, attaining higher social status, translation work, or request for high pay based on the language ability. Instrumental motivation is common in instances where the acquisition of a second language is not important for the learner’s social integration into the society (Norris-Holt, 2001). Both instrumental and integrative motivations are important elements for success but it has been found that integrative motivation sustains long-term success in the learning of a second language. Research shows that integrative motivation is important in the formal learning setting or environment. It is important to note that both instrumental and integrative motivations are not necessarily mutually limited. Learners rarely choose one type of motivation when studying a second language. Instead, the learners combine both orientations. For instance, international students living in the United States learn English for academic reasons and at the same time, they desire to become incorporated with the culture and the people of the country. Motivation is an essential factor in second language achievement. Thus, it is crucial to determine the combination and form of motivation that helps in the effective acquisition of a foreign language (Norris-Holt, 2001). Gardner’s Socio-Educational Model The model identifies factors that are interrelated in learning a second language. It is important to note that motivation to learn a second language is one variable and when combined with other factors, it influences the learner’s success. The work of Gardner focuses on foreign language acquisition in a language classroom. The model tries to interconnect four characteristics of second language ...
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Though written foreign language may be important, there is need for these teachers to ensure that students complete their classes with high levels of oral skills in the particular language of interest. Thus, oral assessments have been found to be the most appropriate in the promotion of the spoken language.
More than often, researches carried out have pointed out at the role of motivation being the major drive in second language acquisition. More so, second language researchers have associated the important predictors of second language acquisition focus on issues of motivation and anxiety.
Generally, motivation and attitude work together to ensure learners’ successful acquisition of a second language; hence, various motivational theories and models have been formulated to examine and explain this connection. However, there is a gap between theory and practice.
Introduction Language is a very important thing in the world. Obviously, it helps bridge the gap between people. Without language there would probably be no civilization. Language has helped nations develop laws, culture, education, etc. Nowadays, people do not need language only to be civilized.
Language learning has been facilitated significantly with the use of technology. This paper seeks to identify what teachers think about their enhancing student motivation through integrating technology in teaching languages; what barriers they perceive while accomplishing this; what kind of expectation they have with their students in learning languages from technological perspective; and, what kind of technological tools do the teachers perceive as easy to implement and use while teaching languages.
However, before discussing any determined results, we must underline the importance of language awareness and its theoretical foundation in the acquisition of learning a 2nd language.
Effective instruction for children from culturally diverse backgrounds requires a variety of instructional activities--small group work, cooperative learning, peer tutoring, individualized instruction, and other strategies that take the children's diversity of experience into account.
Furthermore concept such as native like proficiency in terms of learning a foreign language also, invariably forms the basis of such debates. This paper discusses in detail, the concept of critical period hypothesis as proposed by Lennerberg and the various views and
There is a variety of teaching strategies teachers and students can benefit from. Some of the most effective teaching strategies include use of computers for classroom activities, rational assessment of performance, and use of enthusiasm.
According to the paper, Learning Disabilities, learning disability can be defined as a “disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written”. Definition and classification of learning disabilities are still debated in scientific literature.
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