Their personalized scheme gives them an individually significant basic principle for learning English. Such perfect L2 identity might well motivate learners to work hard to learn in order to get L2 competence and fulfill individual identity pursuits in the future. Conversely, in face of the question of the college entrance examinations, 18 participants were afraid to get poor scores on the off chance that they couldn't learn English well. The discovery and its meanings can be identified with ought-to self of
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.
It determines the Impacts of three factors, i.e. "Attitude", “subjective norms” and "perceived behavior control" on tend to behave (Riivari, 2005). In fact, attitude is the general feeling of people about the desirability or undesirability of a particular issue or behavior (Ajzen,
Literature review: Motivation is defined as, “The driving force in any situation that leads to action. Motivation itself refers to a combination of the learner’s attitude”, Motivation is one of the mainly significant factors which manipulate language learners’ achievement or failure in learning the language. Motivation is something that supports someone to do something. Harmer reported in his book “English Language Teaching” that motivation is some kind of internal drive which pushes someone to do some things in order to achieve something (Harmer, 1988: 51). Motivation is further separated into two types: Intrinsic motivation and extrinsic motivation .Intrinsic motivation define as; “delight of language learning itself”, and extrinsic motivation, define as; “motivation that drive by parental pressure , societal expectations, academic requirements or the other source of rewards and punishments” Richards,(2002:P,343) The researcher Rico, L.J.A.
In the Modern Practice of Adult Education: Andragogy vs. Pedagogy (1970) Knowles presented five basic assumptions about adult learners namely: 1. Adult Self-concept- When adults discover that they are capable of self-direction in learning, they often experience a remarkable increase of motivation to learn and a strong desire to continue the process of learning. Knowles (1975) himself contributed to the self-directed learning literature with a book explaining the concept and outlining how to implement it through learning contracts 2. Role of Experience in Adults – Experience provides a rich resource of learning in adult learning (Sommers 1989).The importance of experience in adult learning has been emphasized in andragogy literature. Learning is a continuous process where learners are trying to understand and apply their experiences in daily
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. Introduction 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
2.4.2 Motivation in Second Language Learning and Language Performance Besides gender, motivation is another individual differences (IDs) which was very important in explaining the SLL and SLA. Before going deeper into the claims made by the researcher, the understanding of the meaning and concept of motivation in language learning is very important. Motivation in general, was the forces that drive someone to do something or act in a particular way and it was known as the inner drive of a person. The only aspects of motivation that varies in individuals are the levels of motivation. In daily activities, there are forces that push an individual to act or do something and it goes the same with language learning.
CHAPTER 1: INTRODUCTION A. BACKGROUND OF RESEARCH English language is increasingly becoming an important lingua franca which is used in business, technological and academic communication (Dawit & Abiy, 2013). This trend of English globalization has made it imperative for graduates to be proficient in oral communication skills since competence in oral communication (in listening and speaking) is a prerequisite to students’ academic, personal and professional success in life. Oral communication competence can contribute to individuals’ social adjustment and participation in satisfying interpersonal relationship (Sherwyn, Michael & Judy, 2000). Effective use of English as a second language (ESL) or foreign language (EFL) in oral communication is, without a doubt, one of the most common, but also highly complex activities people need to learn for their interpersonal communication.
Nowadays English has been spoken by about 1.5 billion people all over the world (Crystal 1997:5) as a medium of communication between people of different languages, so called English as a Lingua Franca (ELF). It is believed that English is important due to its functions to facilitate communication, which lead to the acceptance that English should be taught around the world. The trends of studying English can be seen in all industrial and developing countries, especially in Asia, as English is a required subject of education in high schools and university admission examinations. It is well concurred that studying and achieving English is prerequisite for non-native English learners as English becoming international language, and it might give learners various advantageous opportunities, for example, they might be able to study abroad, communicate with native speaker friends, or get good job opportunities. Clearly, the motivations for studying English may be distinct depending on each context of learning as well as learners.
Every student in Europe has to learn a foreign language, because it is very important for getting around in life. Not everybody likes learning a language, but all people understand the necessity of learning. It is an often-discussed theme. We all want to speak fluent English, understand native English speakers, and use English with confidence. On the lessons of English, our teacher told us the words of a king Karl the Great: “To have another language is to possess a second soul”.