The Effects Of Age Related On The Motivation Of Learning Efl Essay

As every individual is unique, getting to understand the students’ characteristics, knowledge and cultural background are essential requirements for encouraging their development and learning (Arthur, Beecher, Death, Dockett & Farmer, 2012). In order to achieve the above requirements, a strong and positive relationship with students is the effective way for teachers to build up a holistic picture of a student (Groundwater-Smith, Ewing & Le Cornu, 2015a; Nixon & Gould, 2005). The various recorded interactions and observations between teachers and students made during the professional experience, have helped me to understand how students learn and have strengthened my ability to plan and implement lessons (Arthur et al., 2012).

From the study about the motivation toward learning English of Thai undergraduate students. Oranpattanachai (2013) mention that the strongest reason for learning English was it will be helpful in their future career, English language may make them have more qualified job candidate and it is international language. On the other hand, Thai undergraduate students reported that the weakest reason of learning English was they are interested in English culture, history, or literature and they want to learn about other culture to understand the world better. From her research, it can be seen that Thai student do not emphasize the importance of studying culture or history of English language (pp.37-38). This finding is consistent with Kitjaroonchai & Kitjaroonchai (2012)’s findings. Studying English can be important because it will help us get an ideal job in the future and it will be use in their future job. It can interpret that Thai students knows the importance of English language as a means to helps them get their expect

Learning is an important process in education and in life in general. One cannot simply grow, adapt, and manage life without learning. However, everyone learns in various different ways. Shuell (2016) states, “When a particular word is used, people usually assume everyone has a common understanding of what the word means. Unfortunately, such is not always the case. In trying to understand the various theories of learning and their implications for education, it is helpful to realize that the term “learning” means different things to different people and is used somewhat differently in different theories.” Shuell makes an excellent point, as even though one word can have a universal shared meaning, not everyone may see it the way someone else sees it.

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.

Acquiring second language is different with first language development. These differences are the learning environment, learning development, interlanguage, learning goal, knowledge transfer and others.

As an educator, it is my role to teach as well as learn. The role of a teacher allows me to experience both Andragogy and Pedagogy. “Andragogy” is “the art and science of helping adults learn "where as “Pedagogy is the art and science of teaching children” (Knowles, 1984, p. 13). In my profession, it is a daily task to teach concepts to children. Children are generally, teacher directed learners meaning, they are always looking to the teacher to guide them in their learning. They seek out answers and need direction to what they will be learning and what activities are provided to solidify the learning concept. This is quite different than the self directed, or the adult learner. According to Caruso (2011), adults learn by performing

During the 1990s the immigrant population expanded quickly and by a large amount. According to Eggen and Kauchak (2007) “experts estimate that by the year 2020 two thirds of the school population will be African American, Asian, Hispanic, or Native American. This means there will be great cultural diversity in our society and in our schools.” Educators will need to be educated on how to teach in a diverse classroom. Teachers will need to have an understanding for English-language learning children and the way they learn. All educators must be able to teach ELL students while encouraging them to continue to use their native language while learning to speak English. Teachers must also remember to try to keep all families

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

There has been much research conducted in the field of second language acquisition relating to the age factor, and it seems that the link between the two has been altered over time. To understand how and why this shift has occurred, it will be helpful to look at some of the older theories that hypothesise the idea of a critical period in which a second language is acquired, and compare this notion to more recent studies that provide a basis for the conclusion that age is not necessarily a critical factor in successful second language learning and that the idea that ‘younger = better’ is not absolute.

The elementary years are full of major milestones of both cognitive and social development. These elementary milestones as described by Piaget include primarily the concrete operational stage where children develop logical thinking skills including the ability to distinguish personal thinking skills (Bukatko and Daehler, 2012). Elementary educators and care givers have a responsibility to provide and environment rich in play and peer interaction as well as focused on the appropriate zone of proximal development, pushing towards the development of higher level thinking skills.

D Q. Mclnemy is a PhD holder and currently holds different position in the field of academics and psychology in different learning faculties and Universities. Some of his accomplishments include being the chair professor of educational psychology, vice president of development and research. He has also been an associate professor at a University in Singapore where he also served as a dean at the centre of research in pedagogy and practice (Mclnerny, 2008). He has been an acknowledged psychologist accredited by both American Psychological association and the Australian Psychological association. Additionally, he has been an associate at the at the Hong Kong Psychology association (Mclnerny, 2008). The Professor has authored more than two hundred articles that have been published in referred international journals, books and conferences. Some of the main research for which he has been recognized include the socio-cultural influences on motivation and learning research (Vols 1-9) and international self-research advances (Vols 1-3). Further, he has been awarded a series of grant in research (Mclnerny,

Educating students of all ages is important. But middle school is such a critical time for students, and if they are not taught correctly it can mess them up down the road. Everything at this age is essential to their future because it sets the standard of how they will view education from then on. Middle schools are specially made for ages 10-14 because the needs for these transitioning students are met in middle schools.

In addition, Gardner and Lambert argued that integrative motivation is more significant than instrumental motivation for learner acquirement of second language. It is can be given a description of Warden and Lin (2008), if learners have a compulsive purpose for learning second language and enjoy themselves, instead of pursuing a decent job or avoiding punishment. This behavior will obtain more contributions and goals than others with instrumental motivation. There are some evidences making sure that their theory exists in some of advantages in academic filed from a large amount of research.

Many people believe that children have the ability to become with a native-like proficiency in a second language almost within a night because during childhood knowledge is absorbed like a sponge by children’s brain (Genesee, Paradis and B. Crago, 2004, p.133). In contrast, only few adults can achieve a desirable result in their attempt to acquire a second language (European Science Foundation, 1993, p.8). In addition the learning environment is separated into two the formal and the informal both of them are efficient, but the last one seems to be more accepted than the other as a better way of language learning because of its faculty to develop knowledge and skills to people without any predestinate rules. (Bahrani, 2011, p.372). However the process of acquiring a second language is not only affected by the age, but by the learner’s stimuli during this process as well.

Age factor has two aspects: the psycholinguistic and the sociolinguistic .Age has received considerable attention from sociolinguists. Krashen, Long, and Scarcella (1979) presented proof for three conclusions about the connection between age, rate, and final achievement in second language proficiency. They stated that adults outperform children in syntax and morphology. Older children outperform younger children, as well. However, acquirers who were exposed to L2 during childhood achieve higher L2 proficiency than adults. Schumann (1975) cited findings which support the claim that adult and adolescent learners are concerned with identity, less open to new people and customs, more suspicious of novelty, and more threatened by situations in which they might appear preposterous. Krashen(1982) took all this to mean that adolescents and adults have an affective filter made up of suspiciousness and concern for identity ;this