Many factors affect second language learning. One of the most significant factors in the overall process of learning is a learner’s motivation and ambition to learn a particular language, as well as his/her aptitude for learning.
Motivation originates from the reasons and emotions that contribute strong potential and meaning to the teachers and the learners. (Romando, 2007) Defined motivation as an internal drive that activates behavior and gives it direction. The motivation theory is concerned with the processes that describe why and how human behavior is activated and directed. Consequently, the motivation is responsible for achievement in language learning. Yet without adequate motivation, even learners with high aptitudes will not be able to succeed in learning.
Moreover, teachers attribute to learners’ success in learning the language of their motivation and aptitude. Regardless of the methods and approaches, some students will prosper in learning while some will not. Similarly, some learners are less motivated to interact with the target language’s society, whereas, others will not.
In Learning the Second Language, motivation is an essential perspective. Many researchers have assumed that learners who are more motivated are more likely to progress in learning the language. Whether the motivation is internal or external, it plays a major factor in language acquisition.
When a student in the second language classroom values the target language's culture,
have enough employers under the age of 35, as the American society is aging (The Legacy of the 1965 Immigration Act, 1995).
Prior to this class was I assumed language acquisition was gained strictly in a classroom setting. I was wrong, grasping of language can be grasped with social interactions, for instance at work or on the playground. Furthermore, there are different aspects involved with attaining a language in and out of the classroom. When instrumental and integrative motivation is desired, personal awareness will be developed.
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.
Motivation can help the learners to set their specific goals, it affects the choices that student make.
Since, the second language is an additional language after we acquire the first language, the L2 learning process can be influenced by the L1 learning process This essay will demonstrate the similarities and differences in L1 and L2 acquisition by discussing various theories. Then, draw a conclusion based on the evidence provided and my own experience.
Stereotypes are well known among humans and many of us have been faced with the criticism of such stereotypes. One of the most well known stereotypes is those belonging to famous artists. These stereotypes come from many of the movies created about such artists. Some believe that famous artists are someone people that are abnormal or odd in their way of thinking or actions. When asked what comes into someone’s mind when asked about famous artists may also be how they are not famous until death.
During the process of studying second language, Gardner and Lambert’s theory about instrumental and integrative motivation has a significant impact on different learners. As Falk (2000; cited in Norris-Holt, 2001) states that if learners aim to develop relationship with foreign friends or comprehend lyrics in popular song, which means that these learners are vastly encouraged by integrative motivation for learning second language. In addition, Hudson (2000; cited in Norris-Holt, 2001) argues that when learners intend to have more opportunities to apply for a decent job or avoid punishment
Also, how much the student perceives the need of the new language can have a great impact on how willing they are to learn it. In terms of his own advancement in perhaps obtaining a job where it may be necessary to know English, or meeting some other goal, which is
The movie, Joan of Arc, that stars Leelee Sobieski is about a 15th century teenage girl hears voices from god who tells her what she needs to do. She ends up leading the French forces against the English. Although Joan really did hear the voices, this movie is not completely historically accurate. The first inaccurate part of the movie is it shows Joan first hearing the voices in Church. Throughout the movie, almost every scene has something inaccurate about it.
Strategies 5 and 6 help to motivate the child’s learning of the new language as well as providing the student with the confidence in their ability to continue learning and practicing in their own accord.
Although oral proficiency is a central goal of the language teaching, too little attention has been paid to the complex of factors that underlie the fluent of speech. This problem may encounter most second language teachers and learners. I have chosen to write about factors affecting the second language learners' fluency (SLLF) in order to increase teachers' awareness about these factors and to enable teachers to improve second language learners' fluency. Though there are different perspectives of these factors: sociolinguistic, psycholinguistic and neurolinguistic. This essay is going to focus on the sociolinguistic factors in particular due to space limitations. The major goal,
The journey of language learning is very complex. There are essential factors to consider such as the learning style, linguistic and cultural background, motive to learn a new language, and the teacher’s approach. It is important to examine these components because they will develop an understanding of the individuality and uniqueness of any given student’s progression. Gathering personal feedback from a student and constructing a customized teaching strategy will present a specific case to investigate. These key aspects involved in the process of new language obtainment will be the determining factors of how to teach them effectively and specifically.
Nowadays as a result of globalization, people worldwide have more reasons to learn foreign languages. Together with the spread of foreign language teaching and learning is the development of theories on second language acquisition. One of the main issues of these theories is the investigation into factors that can influence learners’ second language achievements. As a teacher of English, I find this an interesting issue as a good understanding of factors affecting learners’ achievements in second language acquisition can help me choose appropriate approaches and design suitable materials to facilitate my students.
It's undoubtedly true that motivation in second language acquisition ( SLA) hints to the learner's attempt and desire to learn a language and their attitude toward learning language (Dornyei, 1994) . Motivation is regarded as a vital element in the develop of any activity . It plays a pivotal role in obtaining the desired goals. Motivation in SLA has been crucially investigated in variety contexts such as (Feng & Chen ,2009; Wu & Wu, 2008;Melendy,2008; Wang,2007; Lamb, 2007). As the components believe motivating EFL students to develop in the target language is extremely complex. In many cases , these students confront with problems in learning English and they are often demotivated to learn .the inquiry in the field of motivation has triggered an intense controversy among
I agree that learning vocabulary through extensive reading is best. Extensive reading leaves students to discover words on their own. Extensive reading also encourages motivation because students will be left with words they are familiar with. From there, they will be curious of their meanings. When students come across an unfamiliar word, they go to great lengths to discover its meaning; students looked them up in the dictionary, look for contextual clues, and pay attention to the prefixes and suffixes. The tricky thing about extensive reading is that not all students will be inclined to simply read extensively. However, the majority of children can benefit therefore, it should be the ideal method of teaching vocabulary and exceptions can be addressed. Teachers should promote extensive reading because it can lead to more vocabulary growth than other programs that involve explicit instruction. (Krashen, 1989). Extensive reading is also best because it allows teachers to be flexible with the material and lesson plans. It can be done in or out of the classroom for homework. Many teachers have