Motivational strategies in language classroom

Given the fact that teachers are now expected to be informed enough to be able to pilot their teaching towards the varying requirements of different classroom learners, this study is proposed to shed light on what it takes to have (establish and manage) an effective and successful language classroom in terms of learners motivation. This study is designed to investigate the impact of motivation in the context of language learning. To reach the aim of this study, some of the main subjects, topics, and points which can be related to the goal of article are introduced and explained. Afterwards, they are followed by a brief discussion and some beneficial implications and suggestions for the teachers and lecturers.

Teachers' informal discussions of learner motivation often emphasize the need to find ways to motivate learners, most usually through 'fun' or 'dynamic' activities. This paper starts from the assumption, however, that part of the work of the teacher is to avoid the demotivation of learners, and that there is a need to consider the overall structural organization of teaching and learning, not just the kinds of activities which learners do. The paper reviews four factors significant in affecting learner motivation: the locus of control, a sense of value and purpose, self-esteem, and feelings of success. These concepts are then used to interpret interview data from two school-aged learners. The causes of their apathetic reaction to English classes are explained by reference to these factors, as evidenced by how they describe the nature and purposes of the activities they do. They appear to see their classes as mainly consisting of 'exercises', free of...

2016

International Journal of Applied Linguistics and English Literature, 2013

Motivation is a fundamental factor to fructify any functional and effective classroom setting with interest, hope and expressive fruitful teaching experience. Motivating foreign language learners to advance successfully in learning the target language (English) is a domain that has been discussed widely in many language learning studies. In fact, there is still much argumentation on to what extent motivation influence language learning as there is not clear evidence of how motivation manipulates the success or failure of the target language. It is noticeable that language learners, in this case Saudi university students, do not invest as much time in learning English as they do in learning their specialist subjects. This paper tends to look at the meaning of motivation and how far does it go to affect language learning. It also attempts to investigate factors that frustrate learners by conducting different research tools such as interviews and questionnaires for both English students and instructors. Research results present that many students dislike English classes and wish not to participate or attend them. Additionally, teachers comment that despite the efforts to promote language learning, the outcome of their students is considered to be unsatisfactory. Teachers believe that this can be contributed to the fact that they are pressed to complete fixed curriculum in a limited period of time and abide by strict instruction to evaluate their students with no room left for them to personalize their own learning experience. Therefore, teachers need to be given opportunities to broaden their pedagogical repertoires and make English learning more engaging and more meaningful. The study implications shed the light on some useful hints to be applied in EFL classes.

2020

People have several different reasons to learn a foreign language; people often learn a language for practical reasons while others have a particular love for the language and its people. Language teachers are often very aware of the career benefits that language proficiency can offer, but learning the language is just an abstract undertaking needed for an academic degree to many language learners. Motivation and management of our own behaviour are necessary for effective learning. It is not easy, for example, to lose weight or quit smoking. Nonetheless, many people do well, lose weight and quit smoking because they are motivated to accomplish a particular goal. The purpose of learning is to find and apply the most effective way. If a teacher has a strong methodology and motivation, he will achieve his goal. The primary duty of the teacher is to give his students adequate encouragement. People do not learn a subject with their brains alone; other factors are also involved. Motivatio...

2011