THE FACTORS THAT INFLUENCE SECOND LANGUAGE LEARNING: MOTIVATION

The purpose of this paper is to explore the main body of literature on motivation in second language learning. It aims to discuss the major theories of motivation on the influence of teachers on learners' motivation and to explain how teachers can generate and maintain motivation in their teaching practices. Based on the vast body of research on motivation, this paper suggests that teachers have a huge responsibility to initiate learners' motivation and keep it alive throughout the learning process. Moreover, it synthesizes the conclusions drawn from the literature on motivation conducted to identify strategies and principles appropriate to be used by teachers in their classrooms.

International Journal of English Language & Translation Studies , 2018

The purpose of this paper is to investigate the motivation for second language learning with reference to Lightbown and Spada's (2001) study. Lightbown and Spada's (2011) study first drew attention to a multitude of features associated with being an effective learner. In turn, the study assessed the available literature in such a way as to confirm or reject, by means of empirical evidence and clear reasoning, each of the elements on their list. Noteworthily, it is possible to divide the features that the authors highlighted into the following primary factors: firstly, motivation; secondly, personality; thirdly, aptitude; fourthly, intelligence; and finally, learner characteristics. In view of these, it is the aim of the present article to examine the motivation that underpins an individual's decision to learn a second language (L2). Both the literature and the existing theoretical frameworks indicate that a clear correlation exists between motivational types, on the one hand, and motivational factors, on the other. Motivation is often associated with dropping eventually when it is present in the form of sustained motivation (i.e., motivation that persists only for the length of the course), intrinsic motivation, or falling self-efficacy perceptions, while contrastingly, notable achievements typically arise from integrative motivation. The literature is explicit regarding the fact that motivation must be accompanied by a learner's active engagement, and in the context of L2 acquisition, the variables that affect the learning process-especially those which operate by means of impacting self-motivation-must be acknowledged (e.g., cross-cultural issues, the classroom's social environment). Noteworthily, while strategic approaches can be capitalised on by educators to promote learning motivation, punishments and excessive corrective measures adversely affect motivational levels. Context-specific issues should always be borne in mind throughout the process of L2 teaching and learning within the classroom.

Second language learning is influenced by a number of factors. However, learner's motivation and desire to learn a particular language is singled out as the most important factor in the whole process.

2016

Motivation represents a key element in the process of second language learning and teaching. Though not being directly related to the cognitive dynamics involved in the learning process, motivation has been often described as the key engine in all activities involved in the learning in a second language. In my personal experience as a teacher, I have usually tried to motivate and engage m students relying on empathy, enthusiasm and a personal direct involvement in the classroom. Although all these ‘emotional’ elements may prove essential in promoting a positive and engaging environment during the course, I am glad that the study and reflection in these last weeks gave me the opportunity to deepen this particular theme in second language acquisition theory.

Zenodo (CERN European Organization for Nuclear Research), 2022

This study aims at providing an outlook on the motivational factors that play an idealistic role on the development of procedures of second language learning and also on the factors which most adroitly influence the learners understanding of second language. The study was conducted on the students of a private university studying English language at their post graduate level. The study was conducted quantitatively and the results are compiled in the form of diagrams and graphs. The results conclude that intrinsic motivation plays a more significant role than the extrinsic motivation. The role of teacher in inducing motivation among students is indisputable. Media also works to enhance the motivational levels of students and students themselves feel that they learn English language more efficiently using media sources, hence it should be incorporated in language learning classes in a well-organized way.

Motivation plays a significant role in the rate and success of second and foreign language learning in general, and in classroom language learning in particular. This paper overviews research on motivation as a promoting determinant in second and foreign language classroom and deals with the meaning of motivation, theories of motivation and explains how teachers can generate and maintain motivation in second language classroom. Research on motivation for second language learning has shown that teachers should be aware of their actions and behaviours in classroom because it is very likely that teachers' actions can demotivate learners.

International Journal of Advance Research and Innovative Ideas in Education, 2020

Demotivating factors are the basic factors which negatively influence the learners’ behaviors and attitudes and undesired learnings results. The purpose of this study is to examine demotivating factors effecting English language learning among PSSSS degree college students, Sanghar. To address this issue, a quantitative method was used in which 100 students of P.S.S.S.S govt boys Degree College, Sanghar were randomly selected who participated in this study. The data was analyzed by statistical package for social service SPSS software version 20th. The research findings indicates some demotivating factors such as lack of teaching style, lack of intrinsic motivation, insufficient facilities, learning context inappropriate, characteristics of teaching method and lack of college facilities. Finding suggests that internal forces can be ignored as demotivating factors when studying them among students.

Since motivation is an inevitable key to succeed in second language learning, this study aimed to investigate the motivation and the motivation orientation levels of the undergraduates in Sabaragamuwa University (SUSL) and Uva Wellassa University of Sri Lanka (UWU) towards learning English. The study was carried out with 110 second-year and 69 first-year undergraduates in SUSL and UWU respectively. Results indicated that 72% undergraduates in SUSL and 100% in UWU possess high level of motivation and high instrumental orientation to learn English.

The aim of this study was to understand the importance of the types of motivation students need to learn a foreign language successfully. Teaching and learning a foreign language are dependent upon positive motivation. A questionnaire and an achievement test were prepared and administered to a group of 44 students. Results were analyzed and evaluations and comparisons between success and motivation levels were then used to make suggestions for planning activities relating to teaching and learning languages.

2020

This paper aims to explore the role of motivation in second language acquisition. Motivation is one of the most important factors for learning a second language proficiently. Motivation is unavoidable linked with language achievement in the sense that it cannot happen without motivation. In short, motivation is used as a concept for explaining the success or failure of a language learner. There are many advantages for knowing other languages but they are not absolutely necessary, and as a consequence, motivation can play an important role in learning second language. And there are many factors that can affect this motivation.

2008

The growing importance of English in Malaysia has been shown through the changes in its education policy since English plays a vital role in realising Vision 2020, set by Tun Dr. Mahathir Mohamad, the former Prime Minister of Malaysia, to help transform our country into an Information Technology (IT)-based scientific society where English is necessary for assimilating IT in developing our country.

International students learning English as a second language in Australia were studied to find how their perception of teachers' level of commitment to teach them English affects their own motivation to study English. A questionnaire survey was administered on the learners at three different levels of proficiency to also identify the relationship between the levels of study and the learners' perception of teacher as a factor affecting the learners' motivation. The results showed that there is a positive correlation between the learners' motivation and their perception of teachers' commitment to teach, and the intermediate level is the most problematic stage in English study in terms of motivation. The results also found that the level of study is a factor which affects the learners' perception of teacher factors which most strongly influence the learners' motivation. These findings support the general claim that language teachers are one of the most important factors influencing learners' motivation, but the learners' level of proficiency may be a factor that needs to be taken into consideration for a further discussion regarding the validity of a certain teaching strategy to motivate second language learners.

Procedia - Social and Behavioral Sciences, 2013

This paper describes a study into the relationship between motivation and second language acquisition. The study was conducted at a private language school in Istanbul, Turkey and looked at four types of motivation: intrinsic, extrinsic, integrative, and instrumental. In order to assess their English ability, students were given a test consisting of four main parts: reading, grammar, vocabulary and writing. They were also given a questionnaire regarding their reasons for learning English which they were asked to rate on a five point Likert scale from strongly agree to strongly disagree. Results from the questionnaire were correlated with the results of the test in order to explore the possibility that test results might be related to motivational types. Results of the study will be reported in this paper along with implications for the teaching/learning situation and suggestions for ongoing research.

Bulletin of Education & …, 2006

Nastr, Ayesha and Zunaira 75 2. Find out the impact of classroom atmosphere on the students' motivation to learn a second language. 3. Look for the influence of course content on the students1 motivation to learn a second language. 4. A school-wise comparison wilt ...