Thus, teachers should pay attention to the high importance of motivation along with its types. Language teachers have to be familiar with the character as well as the personality of each student they are dealing with. - Keblawi 2014, carried out a study entitled: " A review of language learning motivation theories." Keblawi traces in brief the history of language learning motivation (LLM) by reviewing the main motivation theories and models that have affected its development, as well as defining the concept of motivation and on the emergence of the interest in LLM. No doubt that motivation is crucial for students' learning.
Literature Review 1. Motivation Motivation for learning second language (L2) is an important factor to make the learners learn language more effectively. Also, how teachers teach language by understanding the students’ motivation and effect for language acquisition changes students’ motivation for the class. There are some terms of motivation, and they are related to the personal goals and wishes which is the purpose of learning languages.Carroll (1981) mentioned different types of motivation which are enjoyments, entertainment, obsession, and passion. Especially, passion is the most relative factor with motivation.
5. Another motivational problem is ‘expectations’. Part of the students think that the people 's high expectations about foreign language learning have a negative impact on their motivation. A large part of the students don’t think this way. 6.
This section will present and discuss the results of the first parts of the questionnaire and the interview which focus on teachers’ attitudes including beliefs, feelings and confidence about writing instruction in general and about writing instruction approaches in details. With the aim of examining teachers’ attitudes towards writing instruction approaches as well as their practices of writing instruction approaches, a 5-point scale Likert of 56 items (as mentioned in Sect. 3.5.2 of Chapter 3) was designed, piloted and then employed to collect the data. It includes teachers’ attitudes towards writing instruction in general (6 items), towards writing approaches they use in their teaching (11 items), their practices of writing approaches (35
The aim of this article is to search literature of motivation in second language learning and the ways teachers can motivate their students and keep it on them.The paper will study prominent theories about motivation, and the role of teachers in motivating students. At the end some suitable strategies will be introduced for teachers use in the classroom. Introduction Motivation has a significant duty in mastering the second language learning while it is a complex task to apply. strong motivation will ease the tough path of learning. Motivating learners to build a successful way of learning is a hard work.
According to The Short Oxford English Dictionary, motivation is “that which moves or induces a person to act in a certain way; a desire, fear, reason, etc. which influences a person’s volition: also often applied to a result or object which is desired.” Williams and Burden (1997, p.120) see motivation as “a state of cognitive and emotional arousal, a state which leads to a conscious decision to act and gives rise to a period of sustained intellectual and/ or physical effort”. Thus intellect and effect combine with volition and perseverance to result in
R.,1997; Heinzmann, S. 2013).However, few empirical studies have been conducted to ascertain the role of human factors such as parents, teachers and peers in students’ motivation to learn second/foreign language. This is necessary especially in India where several studies on this discourse have attributed students’ low proficiency and performance in English to lack of motivation (Kumar, 2014; Malleswara.R, 2014). Therefore, this study is mainly concerned with the investigation of the extent parents, teachers and peers motivation and encouragement influence students’ to learn English and how such motivation affects students’ motivational
Article reviewed is by R. C. Gardner from University of Western Ontario in the year 2007. The purpose of this article is emphasizing on how motivation can play an important role in learning a second language. He had divided the article in four different points which are two motivational constructs, stages of language acquisition, cultural and educational contexts and also the results from Spain. Gardner went ahead to examine inspiration as an affecting variable in L2 procurement. Furthermore, the article focuses on the motivation of an individual when it comes to second language learning.
Motivation is the force that keeps us moving in order to perform our activities. Often, as teachers, we hear and witness that the students do not demonstrate any kind of interest for the academic matters and that they are not motivated. But, more often, what happens is that they are in fact motivated to do other kind of tasks, which are more pleasant for them. Motivation is the interest students have for their own learning or the interest for the activities that lead them to learn something. This interest can be acquired, maintained, or even increased in function of different factors (intrinsic and extrinsic) which need to be set apart from what is has been believed as motivation: what the teacher does to motivate the students.
Just due to these two topic researches, people know deeply about the second-language learning and expand many ways to improve the ability of second-language. However, there are still some factors affecting the research. Some statistics from the Internet are unspecific and they are too general. The researches are effective. It is easy to find the materials from the Internet and my classmates who are learning the second language can also provide their opinions about the second-language