Situation of English Language Teaching

A learners’ reason for wanting to learn something new can affect their motivation. A learner who is self-funded and wants to learn for personal or job progression reasons is likely to be more highly motivated than some who been “told” to attend, sent against their will or who is not interested in the subject.

Many kids in school are wanting to learn a new language away from their native language but many students are wondering what language is going to help them the most in the future. English is the clear answer for these students that are wondering what new language to learn for a number of reasons. Through different articles through the book “Language: A Reader for Writers” it discusses how language is the most successful and most useful language to speak. College students who want to learn a second language, that have not learned English, should learn English because it is the most widely used language in the world and it is the most useful language to learn.

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

Many countries in Asia like China, Japan, UAE, Sri Lanka, Singapore etc., adopted English as a foreign language not as a second language. Because considering English as a second language and as a Foreign Language is different in their view point. They view that outside of the classroom, English is not that much useful. They teach all the subjects in their mother tongue but in India if one is unable to speak in English he becomes a tabooed person. Many Asian countries treat the pupil’s age, sex, race, attitude, intelligence and grasping power in teaching English. Indian teachers neglect this aspect. For ex: a speaker from Hyderabad emphasizes more vowels before many words because of the influence of Urdu. Straight – Istraight. And a Bihari pronounces ‘sh’ as ‘s’ because of the influence of Kharboli. Teachers don’t take into consideration of this aspect and mistreat students. So teachers have to choose the methodology as suit their classroom and environment. If teacher takes all the factors into consideration classroom becomes more meaningful. All the methods are not meaningful when teacher choose them as per the needs of the classroom.

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

Due to the ESOL population rapidly increasing within the public school population, teachers will encounter children speaking a home language other than English in nearly every classroom and we, as teachers must be adequately prepared to assist them in reaching their fullest potential. “Many students today struggle to meet high academic standards, but ELLs have the added complexity of having to learn and use high-level academic English as they study challenging content in a new language (Echevarria, 2008).” English Language Learners come from diverse backgrounds and enter our classrooms speaking numerous languages. In order to become well prepared to educate these students, the following domains must be concentrated on: Culture (Cross-Cultural Communications), Language and Literacy (Applied Linguistics), Methods of Teaching English to Speakers of Other Languages (ESOL), ESOL Curriculum and Materials Development, and Assessment (ESOL Testing and Evaluation). Putting these topics at the forefront is sure to assist all English Language Learners in reaching academic success.

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.”

Nowadays, it is well known that learning a second language is as important as studying in the high school or the elementary school. English is one of the most important languages that we need to know and understand, because almost all the jobs require it..

Teaching English, as a foreign language is complex and involves not only the involvement of the teacher, but much of the students. Through years of research and experience, it has been brought to the attention of many academic instructors that four crucial factors play into getting a foreigner to learn a new language. These four strategies include: Listening, reading, speaking, and writing. The class I will be teaching will be at an A1 level and will be learning about different lifestyles. All four strategies of teaching will be used in the lesson. This essay will discuss how strategies that facilitate the development of each language skill in the EFL classroom will be used to teach a new topic.

Learning a second language, English in particular, is important these days for any adult wanting to travel widely either for work or leisure, and/or to improve their career chances within their own country. It is the language of commerce, diplomacy, tourism, marketing and customer service and sales etc. In addition (J Dearden, 2014, p2), undertook a study of the growing phenomenon of English being used as a medium of instruction (EMI) in countries where English is not the first language, this was undertaken in 58 countries all of which use EMI. This essay will look at why adults have many reasons to learn English in particular. As well as how they learn and are there some personality traits or interest which enhance their ability to learn?

Language learners’ motivation plays a significant role in learning a second language since persistence and determination are necessary to deal with the stress of a difficult language. “Motivation has been widely accepted by both teachers and researchers as one of the key factors that influence the rate and success of second language learning” (Dörnyei, 2014, p. 1). Motivation answers the fundamental question of why people act in a certain way, generating the energy, effort, and persistence necessary to achieve a design goal at the beginning (Trotsky; Zebra as cited in Dörnyei, 2014, p. 519; Bernard, 2010, p. 4). Extrinsic and intrinsic motivation are two different types of motivation which have influenced and shaped the foundation of human behavior. In reference to second language learning, extrinsic motivation is related to external gain which is outside of the passions and personal self-esteem that those people need to obtain and acquire to increase motivation. Extrinsic motivation in usually driven by the wish to increase future occupation or business opportunities, while another incentive is to gain more prestige or more power. In contrast, intrinsic is coming from a personal interest that truly motivates people internally as the more powerful factor in achieving the goal language. (Giani & O’Fuinn, 2010, p. 2). Those who set out to learn without such motivation find it much more difficult to succeed. If they are lacking in motivation, even individuals with the most

60-70) of Monitor Model. This experimental hypothesis states that there are many factors that affect the language learning process that are social attitude towards language, motivation, self-confidence and anxiety level of learners. These factors have a greater impact on the language learning and their positive use can give highly favorable result. This Monitor Model is cited frequently by the researchers but the drawback of this model is that it does not explain the definition of language learning motivation and its effects on language

The study of motivation in the area second language (L2) acquisition has seen much attention by researchers over the past decades. There is a general consesus that motivation is the driving fource that enables learners to expend the sustained effort it takes to learn another language (GD 2008; Moskovsky, Alrabai, Paolini, & Ratcheva, 2013), and motivation gives the competetivie edge to leanrning (Moskovsky, Alrabai, Paolini, & Ratcheva, 2013). However

Apparently, attempts made in linking up various ideas may turn critical especially when it comes to the process of boosting learning. However, intelligent people may find it easier to significantly integrate the daily interaction with people based on what they already know and what they are yet to know. Preliminarily, most people living in Senegal either speak the native languages or French. Such settings, for example, may serve as the most outstanding drawback to any person willing or someone brought up in an English speaking society. Narrowing down to self-motivation, willingness and desire to learn new languages as well as social interaction form part of the factors that may help one to incorporate the new system in life. In relation to the context discussed, this section seeks to relate the experience in learning and managing different languages with outstanding theories of motivation. The renowned theories of motivation include, among others, the cognitive evaluation theory, reinforcement theory, goal setting theory, equity theory and Clayton Alderfer’s ERG theory.

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.