Student’s motivation, as defined by Gardner (1982), is composed of three elements; effort (the time spent studying and the drive of the learner), desire (the yearning to become proficient in the language) and affect (the emotional reactions of the learning towards studying). Thus, it can be related to the teacher’s roles and strategy in teaching second language. It is essential for the learners to learn and teachers are responsible to facilitate learning besides awaken curiosity and inspire creativity in learners (Wright, 1982). In other words, learning strategies play very vital roles on learners’ understanding information and if the teachers not being aware of learning strategies and how to apply them correctly, this may lead to the learner’s failure in acquiring the second language and automatically, the learner’s motivation to learn will be diminished. To be taken into consideration, every task in the language learning environment needs special learning strategy, and when the appropriate strategy can be deployed, learning will happen effectively (Rahimi, Riazi and Saif, 2008).
According to numerous scholars (Jiang, 2008, Kou, 2008, Chan & Lin, 2000, Robinson, 1960, & Zheng, 2008) playing games in the classroom is beneficial for students involved in learning a language since games can reinforce learners` motivation, proficiency, communication skills, and self-confidence. Games also decrease students stress towards learning English and give them a chance to learn English in a more comfortable and lower stressed environment. Based on Skinner's theory, games can be considered as a prize that is provided by teachers in order to motivate students to go forward (Pound, 2005). If students come to know that they are going to play a game after learning a particular subject, for example, grammar structure or vocabulary, they participate in educational activities and apply things they recently learned with a greater enthusiasm (Ying, Hui, &Paul2011). Moreover the importance of playing games is also supported by Piaget's theory due its contribution to the improvement in creativity, communication, and problem-solving that occur subconsciously in process of playing games (Slevin, 2006).
Different views on the issue of teaching English to young learners have been suggested so far in the field of teaching a second language. Among these views, one of the most practical ones is using games. Applying them may make learning more enjoyable and motivating because of students’ learning without being aware. A great number of studies (Chan & Lin, 2000; Jiang, 2008; Kuo, 2008; Robinson, 1960; Zheng, 2008) state that students‟ motivation and confidence can be enhanced in the process of playing games when they achieve learning goals in a relaxing environment. Kuo (2008) further mentions that “games and game-like activities have always been a popular tool in an English class in order to interest and „wake up‟ uninterested students” (p.
Researches show that meta-cognitive also has positive effect both on oral ability and other learning ability like reading through using prediction, inferring and making connections to one 's life. They also believe that if students actively engages in particular meta-cognitive strategies like mental image, and predicting so they would be able to monitor and evaluate their learning activity. Eslami Rasekh (2003) states learners should be aware of different strategies that can help them in the process of learning, teachers who teach these strategies to their learners are more aware of their students ' needs. By using appropriate vocabulary learning strategies learners will be able to acquire lots of vocabs by meaningful reading, speaking, and writing. So we can see although Role-Play technique is a good way for improving the ability of speaking in foreign language learners but it may have some disadvantageous, there may be lack of the interest, lack of confidence, and fearing of making errors, in this case learners do not feel relax and there would be resistance on the side of them for speaking, but there are some techniques which can resolve this problems, metacognitive approaches are appropriate in these
Is that sounds right or wrong to you? The student will focus on his/her speech trying to find out the wrong part to correct it. Self-Correction: (By student) Teachers have to encourage self-correction as much as possible that 's help the students to correct themselves that 's what 's lead them depend on themselves more than depending on others or on teacher and gives them the confidence to face the world and practice language without feeling fear of other 's judgments. Peer correction: (By students) Students can work together to correct mistakes, teachers are the monitors and they just encourage
Activity based teaching and learning method is a technique adopted by teachers to emphasize their method of teaching through activity in which the students participate willingly and get efficient learning experiences. It is a child-centered approach. It is a method in which the child is actively involved in participating mentally and physically. Learning by doing is the main focus in this method. Learning by doing is important in successful learning since it is well proved that more the senses are stimulated, more a person learns and longer he/she retains.
Teacher can build on student’s prior knowledge through attractive method of technology. They use what I already know to understand something new and they love learning. According to L.V y Gotsky “Constructivism is zone of Proximal Development”. According to J.Burner learning is an active process. In constructivism, Students learn through Self lead, Socializing and
Appropriate teaching methods, reinforcement, motivation and teaching aids can improve language learning. Many factors are involved in the learning process. One of the most important factors is motivation, which can bring out the learners’ ability to succeed in accomplishing tasks. The learners may usually make mistakes in the process of acquiring a second language. It is the responsibility of the teachers to handle their mistakes in a wise manner.
Further, motivation is important during language learning because it is a learner's variable that affects language learning. (Dornyei, 2005) states that Motivation has a great influence on language learning. Students’ success in their language learning depends on their individual differences although they take the same lesson of language learning. Teachers should consider these variables which affect students’ success and the teacher should be aware of the learners' knowledge of learning and also learners' needs and provide enough motivation for learners to require language
Traditional methodologists state that knowledge of grammatical rules is essential for the mastery of language, favouring rule based grammar learning where theory and accuracy are most important. Whereas currently a more communicative approach seems to gain more popularity, where communication and fluency are key in learning. Many studies therefore have been done to measure the effect of different teaching methods.