Learning Motivation In Foreign Language Learning

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Since the 1950s, researchers and scholars have had great advances on the study related to learning motivation. They have agreed that learning motivation has positive influence on foreign language learning. However, demotivation is a new field in second/foreign language learning. In this part, a detailed literature review on this study will be presented. Firstly, it gives the definition of demotivation. Then, the relevant theoretical basis of the study will be given. Thirdly, this part offers the rich demotivation researches abroad and at home. Although motivation has been studied for a long time and demotivation is a common phenomenon in language learning process, the concept of “demotivation” has not reached an agreement. Dörnyei(2001) makes…show more content…
Effort is also an internal factor, but it is unstable and controllable. It means that the more effort, the better students will do in their study. It is decided by students themselves. Task difficulty is a stable, external and uncontrollable factor which is beyond students’ control. Most of time, it is controlled by teachers. In addition, luck is an unstable, external and uncontrollable factor which is decided by environment.This chapter will review the current study on demotivation abroad and at home. The study of demotivation is still relatively few. Moreover, most of the research subjects are non-English majors in college, and senior high school students does not get the researchers’…show more content…
The results they got are that about two-thirds of sources of demotivation are “teacher-owned”. It means the lack of motivation is caused by what teacher does and is responsible for. After questionnaire, they listed the demotivating factor in order mention by students: 1. Dissatisfaction with grading and assignments. 2. The teacher being boring, bored, unorganized and unprepared. 3. The dislike of the subject area. 4. The inferior organization of the teaching material. 5. The teacher being unapproachable, self-centered, biased, condescending and insulting. Through their research, they got the conclusion: negative teacher behaviors are regarded as the core of students’ demotivation. In recent years, the responsibility of teachers on demotivaion has been highlighted in Asian countries as well, such as China, and Japan. Chambers(1993) asked 191 pupils(age 13)to finish questionnaire and another questionnaire was given to seven teachers. From the students’ view, 14 percent of the students thought the course was “not essential” or a “waste of time” and 50 percent of the students went on loathing language learning. Their reasons were different and some students blame teachers for: 1. going on and on without realizing that they have already lost everybody; 2. not gibing clear enough

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