Motivation occurs in classroom settings but it can occur outside the classroom such as in the community where the learner is living. If a learner observed others speaking the language proficiently around them, then the language learner will be motivated to learn the second language and communicate it proficiently. According to Lightbrown and Spada (2013) defines motivation in second language learning as a “complex phenomenon” and contains two factors: learners’ communicative needs, and their attitudes towards the second language community (p.87). Over the years of research in motivation, there are two types of motivation that have been developed by observing second language learners. Lightbrown and Spada (2013) discussed the two types of motivation which are: instrumental motivation (learn language for immediate or practical goals), and integrative motivation (learn language for personal growth and cultural enrichment through interaction with speakers of other languages) (Lightbrown & Spada, 2013). Instrumental and integrative motivation can be a key role in motivation in second language learning.
The three motivational studies gives the reason why the instrumental and integrative leads to a success rate in learning a second language. According to Dörnyei and Ushioda (2009) there has been a problem with language learning motivation in the Japanese context and the educational system resulted in Japanese learners with weak English communication (Dörnyei & Ushioda, 2009). The
Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.
Motivation is the number one driving force behind anything and everything an individual does each day. “Motivation is the desire to do the best possible job or to exert the maximum effort to perform an assigned task. Motivation energizes, directs, and sustains human behavior directed towards a goal.” (Honor, 2009). Motivation can determine the outcome of projects, goals, and can set limits on what an individual can obtain or what they believe they can obtain. Motivation often is the deciding factor on how successful a project in an organization is, and an individual’s needs and desires can both influence a person’s motivation greatly. Motivation can also determine how well an individual does in school, college, or university.
Language is the primary way to communicate, learn and express identity. Some language learners are successful by virtue of their sheer determination, hard work and diligence. However, there are other crucial factors influencing success that are largely beyond the control of learners. ' 'Second language is any language other than the learner 's native language or mother tongue ' '(Mitchell pg 5). To be successful in second language acquisition, there are various factors which act as barrier in the process of learning English as a second language.
My research for this topic consisted of observations within different school districts in the Houston area, articles which exposed me to new ideas and a strong base of information from my own personal experiences. As an outcome of these research fountains, I will focus on three important points which come together in a student’s motivation and willingness to learn a foreign language. I will focus on the benefits
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.
Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at the time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Kirsten Hummel states, “The one most effective way to increase L2 competence was by exposure to ‘comprehensible input’.” (Hummel, 2014, p. 73) Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each plays a role in language development. However, I believe that to acquire language one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners acquire language differently and so using a variety of resources that are based on the ability of each student is neccesary. There are many theories that have been developed by highly qualified experts in the field of linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.
Having motivation to do something is very important. Motivation plays a huge roll in everyone’s life, even If someone has very little motivation. There are several types of motivation such as Instinct and drive motivation. These two motivations are quite similar, but different at the same time. I will compare and contrast both of these types of motivation and what I think about them. These motivations are very important to your life and can determine an outcome of your life.
The researchers argue that it is more helpful for these students to continue to communicate in their home language while learning a second language. Everyone obtains the language of their surrounding environment and is comfortable with that form of communication. The success comes, it is said, when the second language is acquired. In effort to put this into action, the solution that researchers Cummins and Kenji Hakuta recommended was to use teachers who were bilingual
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.
It is important for everyone especially students to do well in school because it reflects in the foundation of their accomplishments in life. Students are affect their ability to move to the next level when they fail to complete some requirements. It takes many factors to motivate individuals to continue on striving for academic achievements. (Higgins, 2008) It is said that motivation gives big contribution in one individual’s success. Motivation is defined as the organized patterning of three psychological functions that serves to direct, energize, and regulate goal-oriented activity: personal goals, emotional arousal processes, and personal agency beliefs. It is an interactive construct representing the direction a person is going, the
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
Jameel Ahmad, in his article, “Traditional & Socio-Cultural Barriers to EFL Learning: A Case Study” suggests that Arabic children that lack intrinsic motivation to learn English will have a detrimental impact towards their learning. Long standing traditions and culture that teach students to not value learning a new language, since they believe that by doing so, it will not encourage students to
Previous research has shown that there is a correlation between learner’s achievement in mnlanguage and teachers’ use of the target language (Carroll, 1975, Wolf, 1977). The maximum use of the target language may result in higher motivation as learners can realize how useful the knowledge of the target language is (MacDonald, 1993). Also, it brings about the benefits of language exposure and language gains (Inbar-Lourie, 2010). Cook (2001) also believes that the success of L2 learning depends on how learners are treated. Teachers have to provide learners with Opportunities and optimal samples for encountering the target language.
It is the duty of the teacher to identify those factors and comprehend it completely in order to teach the students effectively. Among all these factors, motivation is one of the most significant one. Dorneyi (2001 a) addresses the relevance of motivation by asserting, “ ‘motivation' is related to one of the most basic aspects of the human mind, and most teachers and researchers would agree that it has a very important role in determining success or failure in any learning situation. My personal experience is that 99 per cent of language learners who really want to learn a foreign language (i.e. who are really motivated) will be able to master a reasonable working knowledge of it as a minimum, regardless of their language aptitude.”
Language is the method in which people from certain culture organize their thoughts, helping them to communicate with each other. Moreover, language shapes their relationship with other cultural people, and different languages have abilities to shape that relationship differently. Setting language-learning goals is one of the most important key strategies, which mostly successful language learners obtain. The biggest problem of language learners obtaining is lack of language learning goals. Kern (1995) noted that it is meaningful to understand learners’ beliefs and desires about language learning, which gives the important point of language learning goals.