Motivation In Second Language Motivation

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Second Language Motivation; the Role of Teachers in Learners’ Motivation Mastoor Al Kaboody (2013)
Abstract In this paper Al Kaboody (2013) argues the most salient theories of motivation in teaching second language domain. He investigates the role of teachers in creating and continuing learners’ motivation through their learning process. It also suggests teachers the most appropriate and practical motivational strategies which assist learners in complex learning process.
The outstanding role of motivation is obvious either in acceleration or achievement of second language learning process. According to Dörnyei (1998) motivation inspires learners toward SLL and as a powerful force assists them to continue the difficult process
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He has defined his model in three levels: 1) language level which refers to the other aspect of language such as culture and L2 community, 2) learner level which refers to the learner personality in the classroom, 3) learning situation level which consists of classroom situation, teacher, teaching methods, teacher’s characteristic and classmates. Dornyei believes that each level functions independently. In contrast with Gardner model of motivation which focuses in integrative orientation, Dornyei’s model focuses in instrumental orientation as an influential fact in language learning. Trough this model culture and personality are two primary variables in learner’s…show more content…
To achieve this goal they should become familiar with target culture through authentic materials. Moreover, teachers should raise students’ awareness of fluent speaking as a vital fact to achieve their goals. Second, teachers should improve feelings of success in students to enhance their tendency to do tasks. Third, teachers should make students familiar with particular goal of the course and clarify the aim of each task and help them to reach that goal. The teachers should recognize each learner’s goal and integrate all students’ goals to set some common goals and work together to accomplish them. The fourth strategy is that in developing instructional material the students’ need should be taken into consideration. Finally, teachers should assist learners in making sensible expectations about language learning. They should be aware of complex process of language learning and its

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