This paper tells that students in Saudi Arabia face many challenges studying in a language other than their first language. A lot of schools and colleges restrict their students from speaking in their native language in classroom activities, so all they are left with is their second language…
Jenkins emphasizes that restricting the use of L1 does not help develop the positive attitude towards L2. In fact, flexibility to use L1 can motivate the students and provide the necessary foundation on which to build. Dörnyei (2001) agrees that facilitation, not control can motivate humans. Jenkins asserts that restricting the use of L1 is monolingualism and this practice is ineffective in low-level homogenous EFL settings. This is because languages have strong, inseparable and complex ties to culture and insisting on monolingualism is to exert pressure on the students to check their identities. The question then arises whether restricting the use of L1 assists in or inhibits the proper acquisition and learning of the second language, in short, whether it is an asset or a liability. This paper sheds some light on motivation theories and their application with respect to EFL. This would help the teaching fraternity as well as help students in developing a positive attitude towards the target language, thereby enabling them to lay a firm foundation for speaking and writing in L2.
In order to evaluate the issue under consideration, I will look at the recent research works and studies on L2 motivation as a second language (in a foreign environment) or foreign language (in a native English-speaking country). For the analysis of the problem, I have selected a few relevant documents to accumulate knowledge and to establish well-grounded theoretical context and conceptual framework for the paper. So this assignment can also serve as a comprehensive summary of the relevant studies which comprise, for example, Clément and Gardne, (2001), Dörnyei (2001a, 2001c) and MacIntyre (2002). ...
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This includes all the basic needs for human survival. Food, shelter and clothing all have money value attached to them. It is with this regard that many organizations consider that money is the most important motivator to their employees. This has been explained in details by sociologists, like Philip Slater.
“No Arabic” is the famous classroom rule in the kingdom of Saudi Arabia, whereby students are restricted to speak in their native language in the classroom activities, so all they are left with is their second language (L2) (Jenkins, 2012). This presents the many problems they face with EFL when students to learn & study in English in their own native country, and ESL when students migrate to a native English speaking country for higher studies.
This philosophy is often propounded by those who want to minimize the value of people in the workplace. But practicing managers know that this is far from the truth. While it may be true that a number of human positions have been converted to mechanized functions; the value of people in any organization cannot be replaced.
STATEMENT OF PROBLEM: Sometimes people can become bored or unmotivated at work. Employers often overlook employee’s morale as a reason for lack of production. Creating work and personal incentives can motivate and excite people to be more productive and positive every day.
The first theory to be observed in this paper includes three necessary elements of self-motivation. These elements are as follows: achievement drive, commitment and initiative and optimism. (Self Motivation)
The first one means intention to improve the existing situation or act according to the standards of quality.
While it may be true that a number of human positions have been converted to mechanized functions; the value of people in any organization cannot be replaced. The human employees of an organization are what provide the
er that today’s student has a myriad of issues that they present the average teacher with, but there is the equally telling reality that teachers set the tone for success within their classroom. This begins with eye contact and treating everyone as equals, to ensuring the