Guilloteaux And Dörnyei Critical Analysis

This type of motivation is influenced heavily by rewards and external incentives. It also implies the notion that “I have to do something” in order to be compliant with what someone else wants me to do. It is a motivation that is primarily influenced by the hope of attaining tangible items such as prizes, special privileges, or money. Although Drive implies the heavy use of Motivation 2.0 by the corporate world, Pink also draws attention to the fact that schools typically operate under this mode, as well, and that it can have detrimental effects on our students and on learning, in general. Motivation 2.0 is also referred to in the book as the “Carrots and Sticks Approach”, and although it may yield positive results in the short-term, the repeated or incorrect use of extrinsic rewards can actually work against what educators are trying to achieve in terms of truly motivating their students.

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.

In order to understand why this attitude toward learning develops, the concept of motivation in education must be defined and examined in a theoretical sense. "Motivation is an essential condition of learning" (Ray, 1992, p.3). A

university. The findings showed that contextual factors such as learners ' self-beliefs and social support had an influence on the self-regulatory strategies they used. Bown highlighted that in the context of individualized instruction, the most important self-regulatory strategy the learners must employ is structuring the learning environment to meet their language learning needs. Due to the isolation felt by the learners in this self-instructed language learning context, they needed to deal with negative emotions like avoidance with positive self-talk. Self-regulation and motivation of adult language learners of different proficiency levels in English language learning was investigated in Mezei 's (2008) classroom-based study. The case study findings showed that a learner within the upper intermediate level is more conscious of her language learning processes and more competent in regulating her language learning than the pre-intermediate learner. She self-initiated her learning process by using effective learning strategies to achieve her intrinsic language learning goal. The learner with a higher proficiency level practiced self-reflection, and thus was more aware of her language strengths and specific areas to improve. However, this

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

Teaching language is noted as one of difficult activities for teachers. It is therefore very necessary to device the right techniques and strategies are for effective delivery of language instruction especially in English. The popularity of English language is well acclaimed all over the world, therefore there is the need for teachers to teach and arouse students’ interest in order for the objectives of the lesson to be achieved in the classroom. Usually due to the difficulties in learning, English language can make students lose their interest especially when there seems to be conflict between the students’ perceived objectives of the language learning and the curricular objectives. Interest is one of the strongest motivations for learning English. Motivation has long been identified as one of the main factors affecting English language learning (Gardner, 1985). Parsons, Hinson and Brown (2001) define motivation as an important component or factor in the learning process. Learning and motivation have the same importance in order to achieve something. Learning makes it possible to gain new knowledge and skills and motivation pushes to go through the learning process (Wimolmas, 2013). Ellis (1997) stated that as teachers, there is the need to explore more fully the factors that are involved in motivating students to perform tasks well because this is something that teachers have some control over. Such factors include the opinions of students and teachers about the

“The term motivation is derived from the Latin verb movere, which means to move. In other words, motivational theories attempt to answer questions about what gets individuals moving (energization) and toward what activities or tasks.” Pintrich and Schunk (2002, as cited by Pintrich, 2003). Despite its complexity and its multi-faceted nature, language learners’ motivation can be easily identified by teachers. In other words, if we ask teachers to select their highly motivated students, they can easily do so through observing students’ behaviors. For instance, how much time and effort students invest on doing class activities and their assignments; how much attention they pay to their teachers and classmates; how willingly they use the target language in class. These different types of behaviors are usually collectively referred to as motivation. Those students who manifest these various motivational behaviors are considered to be highly motivated students. Thu, the field of L2 motivation research is focused on identifying and examining a range of different motivational variables that get L2 learners to show these types of behaviors.

Despite the use of primary language support to facilitate the understanding of instructions/tasks in English, the ways students engage in-class discussions and activities and interact with peers during pair and group works are important aspects to look at. Students’ engagement and performance in learning English may certainly depend on how highly motivated students are toward their learning goals. Thus, motivation is one of the most important components in the learning process. Students love to learn, when they are highly motivated to learn. Bruning et al. (2011) stated that “motivation is the neglected heart of instruction”. In other words, while planning a lesson, the motivational factors should be taken in consideration since they play a huge role in students’ performance, attitudes, behaviors, and even creativity (Ryan & Deci, 2000). Indeed, every teacher uses several different strategies to keep their students’ engaged and committed to the tasks by promoting more individual or class participations. The two types of motivation, such as intrinsic and extrinsic, are really important to figure out their impact on students’ learning performance, especially in English.

Briefly explain reasons for second language acquisition and discuss individual differences in learning a second language. (Chapter 6)

Motivation affects nearly 75% of K-12 learners in education. It is a problem that effects students' learning ability, causing them to detach from the classroom setting, which later results in failure on standardize tests. Motivation is very essential in education. It implicates the reason of a child's actions and behaviors in a particular way. The theoretical background for this study centers around ways students' interest level arises and fails, and what strategies and activities motivates them when learning. Educational researchers pronounces that students are motivated in education, proving that they learn best when they take lead of the academic curriculum. By taking lead of the academic curriculum give students the opportunity to

Second language acquisition (SLA) has long been a topic of interest for many researchers such as linguists, psychologists, and educators. Through the study of SLA, researchers may better understand the basic properties of languages, how languages are processed in the brain, and how to facilitate the acquisition of a second language. A common topic of inquiry among SLA researchers is why some people seem to learn new languages with ease while others do not. This question is especially important to foreign language educators who want all of their students to succeed at becoming proficient in a second language. In order to provide the proper support their students need, educators must be aware of the many factors that influence SLA.

Oxford (1990) says that more motivated student tend to use more strategies than less motivated students and the particular reason for studying the language is important in the choice of strategies. Good teaching strategies can increase students’ motivation for second language learning tasks.

For example, O’Malley and Chamot (1990) interviewed Spanish and Russian learners and found motivation for learning and studying English as one of the important factors

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.

Time has gone by and the teaching of foreign languages has developed, specially in English Language Teaching. Among the most significant advances one may find: the determination of the professors of trusting on their own resources, the right to choose their cross point between the theory and the practice and to look for pedagogical solutions to the problems. One issue that is still subject of discussion is that of motivation.