Examples Of Motivation In Second Language Acquisition

Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from

During the past five months, I have worked with a group of ELL’s that are both motivated to achieve academically and to learn English as a second language. Plus, as the daughter of immigrants and as an English Language Learner, I know first hand that we are capable of achieving high academic standards. Therefore, I never believed the myths mentioned about ELL’s not being capable to achieve high academic standards nor did I believe that they are not motivated to learn. I did, however, believed that the best way for ELLs to learn the language was through exposure.

The languages and skills learned will benefit them immensely in the future, but while conducting research about the success in learning a foreign language, I learned that a greater problem was the student’s engagement and motivation in learning a foreign language like Spanish. I started with a topic I found very interesting but soon realized there was an enormous problem in the process of getting to the success a foreign language brings. Student engagement and motivation in learning a foreign language then became the focus of my research and observations where I learned important tools I will take on in my future in teaching. Without the motivation and engagement a student has and is receiving by the instructor, the student won’t be exposed to the benefits of a foreign language.

Third grade students who are English Language Learners are struggling to understand lessons that are being taught in the classroom. The class has been assigned to do a book report over a country in a different continent of their choosing. The ELL students have started running into problems of understanding the task and how to find information, while the other students know that they will need to read books and look online to find research on their country. The few difficulties they have started coming across has discouraged them and they don’t want to do the book report anymore.

There are many challenges that ELL students face; from the academic performance to poverty and social inequalities. Most ELL students don’t have access to the basic educational resources and opportunities. (LaChat, 2004) “In school, the greatest difference between English language learners and their peers is the magnitude of learning expected.” (LaChat, 2004) As noted the ELL students have started the educational race in the negative, with out the basic monetary and educational push as their counterparts.

(Zhang, 2014) Learning English as a Second Language (ESL) in a college setting can be impacted by the professor’s skills to understand their student’s attitudes and emotional needs towards learning.  ESL can be classes can be daunting because of the teacher’s style of teaching, which can

Many researchers have hypothesized that language could be acquired only within a critical period, which is from early infancy to puberty. If this is true, this should be extended to second language acquisition as well, and, if so, young children should be better at acquiring the second language than adults, and the individuals who started to learn the second language in their early childhood should reach higher levels of proficiency in the second language compare to those who started to learn the language in their adulthood. If this prediction is true, it would importantly demonstrate that children should be exposed to language with rich vocabulary and grammar within the critical period, and foreign language exposure at school should take place in early grades in order to maximize their opportunity to learn the language effectively. However, the self-motivation and the value of learning the language may differ depending on the individuals and those factors can limit or expand the exposure to the target language. In this paper, I would like to discuss the correlation between the age that bilingual individuals are exposed to the second language as well as their motivation, and the value of learning the second language. I would like to suggest that regardless of the age that individuals are exposed to the second language, if one values the importance of learning the target language and maximize their exposure to it, they can reach to the native level of

Many theories have been put forward in the field of second language motivation to relate l2 learners’ goals to their motivational behaviors in learning the target language.

Teaching English as a foreign language (EFL) is a process full of obstacles that lead the teachers regret due to the factors that inhibit a healthy learning environment such as “Affective filters” and empowered by motivation. In seeking the best way to teach a second or foreign language (L2) with the rising demand for language learning in a short period of time, a wide variety of interpretations and applications have come up. Marckwardt (1972, p.5) called this duration of searching for the best method of language teaching as “changing winds and shifting sands” since every quarter of a century, a new approach appeared and each new approach or method escaped from the old but took with it some of the positive aspects of the previous practice.

Tere has a balance of intrinsic and extrinsic motivations to learn English. ‘These motivation types are both important and can work simultaneously as factors in EFL learning.’1 She is extremely extrinsically motivated to learn, as she currently uses English in her professional tourism

When it comes to the debate about the advantages and disadvantages of learning languages in a classroom, SLA researchers also put emphasis on the distinction between the terms ‘learning’ and ‘acquiring’. Stephen Krashen (1982), a prominent linguist in the field of SLA, considers these two terms to be connected to two different ways an individual can reach proficiency in a foreign language. He sees learning as a process which includes rules and conscious attention to form, and acquisition as a process similar to the way children learn their first language, which means that they do not consciously pay attention to language form (p. 17).

Learning a new language can either be based on necessity or the willingness to learn a new language. Whether a student/adult care for the language or not, it is becoming very important in the process of obtaining a better job, or the need to learn a new culture. There are many concepts and ideas that go alongside the process of learning a new language. For that reason, this essay will try to explain through research why and how people learn English as a foreign language with the help of a former student.

The students’ attitude towards speaking English will be discussed first. This problem will be considered in many respects. Firstly, the learners’ motivation to learn L2 and their feelings when speaking that language, the nature of using English inside the classroom, their opinions about abilities needed to be perceived as a competent L2 speaker as well as their preferences of speaking practice forms. Firstly, as reported by the students, their motivation to study English is mainly intrinsic. This means that the reason why they learn L2 is that they see many benefits, which they can obtain from studying L2. Clearly, for the students aged 16-19, personal satisfaction derived from learning L2 is more important than their parents’ encouragement to learn a foreign language.

The article was needed so that we can understand the impact of motivation on the different group in a society in acquiring or rather their ability and interest in learning new things. In this case, the article offers the insight on the kind of motivation different aged people requires or has an interest in for learning a new language. It is through the various age groups that we came to know that young secondary students are impacted by attitude and desire along with anxiety to be the first one to learn the language. The research was needed to understand the effects that are associated with learning a second language and the type of motivation the different age group requires to be in a position to learn a language. We wanted to acknowledge the importance of giving skills and knowledge to the student so that they can have a sense of

One is integrative motivation which is positive attitudes and a willingness to be valued by learners in ESL study. The other is instrumental motivation which can be qualified by practical purpose, such as job acquisition and examination pass. Gardner and Lambert (1972, in Skehan, 1989. pp.53) argued that instrumental motive is more dependent on ‘external pressure’ and not based on the ‘personality of learners’, so it is less effective to gain learners’ accumulative progress by making an effort. Chen et al. (2005, pp.609) points out that integrative motivation plays ineffective role in linking with expectancy when compared with required motivation. However, despite some comments above, motivation generally takes a primary role in second language learning success (Richards and Schmidt, 2010, pp.378) and both two oriented motivations can lead to spoken English success for students.