Motivation and Motivating in the Foreign Language Classroom

2011-06
Motivation and Motivating in the Foreign Language Classroom

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  • Author: Steffi Joetze
  • Publisher: GRIN Verlag
  • ISBN: 3640944704
  • Category :
  • Languages : en
  • Pages : 29

Seminar paper from the year 2008 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 2,0, University of Cologne, language: English, abstract: The study of motivation to learn a L2 is a thoroughly discussed and researched subject in the field of L2 acquisition. Nevertheless questions like "What is motivation? How do humans get motivated? What specifies motivation in language learning?" (Nakata 2006, p. 23) are very difficult, maybe even impossible, to answer entirely. So the aim of the following investigation should not be to give a complete picture of research on L2 motivation but to explore special parts of this extensive topic more precisely and to find out what exactly a teacher can contribute to a motivational teaching in the L2 classroom. To show how to enhance students' motivational intensity, it is necessary to know what motivation is. Therefore the complex theoretical concept of motivation itself will be dealt with at first in this paper. Furthermore there are various kinds of motivation which have been identified by researchers. Some of them will be presented in connection with their theoretical concepts and with reference to this it should be discussed if there is a type of motivation being most effective in terms of L2 learning. In a further step the factors of L2 motivation influencing the level of L2 learning motivation will be investigated in more detail. Having dealt with the nature of motivation itself and its factors the research will have a more practical orientation to the foreign language classroom. For that the point of view will be directed towards teachers and their possibilities of using motivational strategies and techniques in the foreign language classroom. The question how students' motivation can be increased should be the issue to discuss in this place.

Motivational Strategies in the Language Classroom

2001
Motivational Strategies in the Language Classroom

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  • Author: Zoltán Dörnyei
  • Publisher: Cambridge University Press
  • ISBN: 0521790298
  • Category : English language
  • Languages : en
  • Pages : 8

The book takes a pratical approach to teaching motivational strategies in the language classroom, and gives the teacher 35 motivational strategies that they can use with language learners.

Motivation and Foreign Language Learning

2014-07-31
Motivation and Foreign Language Learning

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  • Author: David Lasagabaster
  • Publisher: John Benjamins Publishing Company
  • ISBN: 9027269750
  • Category : Foreign Language Study
  • Languages : en
  • Pages : 190

Motivation is a key aspect of second language learning. There is no doubt that abstract models are basic to gain theoretical insights into motivation; however, teachers and researchers demand comprehensible explanations for motivation that can help them to improve their everyday teaching and research. The aim of this book is to provide both theoretical insights and practical suggestions to improve motivation in the classroom. With this in mind, the book is divided into two sections: the first part includes innovative ideas regarding language learning motivation, whereas the second is focused on the relationship between different approaches to foreign language learning – such as EFL (English as a foreign language), CLIL (Content and Language Integrated Learning) or immersion – and motivation. Both sections have an emphasis on pedagogical implications that are rooted in both theoretical and empirical work.

Teaching and Researching Motivation

2021-04-21
Teaching and Researching Motivation

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  • Author: Zoltán Dörnyei
  • Publisher: Routledge
  • ISBN: 135100672X
  • Category : Foreign Language Study
  • Languages : en
  • Pages : 207

Cultivating motivation is crucial to a language learner's success – and therefore crucial for the language teacher and researcher to understand. The third edition of Teaching and Researching Motivation reflects the dramatic changes in the field of motivation research. With an increased emphasis on dynamic perspectives on motivation and its relations with other individual, social and contextual factors, this book offers ways in which advances in the field can be put to practical use in the classroom and in research. Key new features and material: exploration of the motivation to learn languages other than English (LOTEs); principles for designing L2 motivational studies; discussion of emerging areas of research, including unconscious motivation and language learning mindsets. Providing a clear and comprehensive theory-driven account of motivation, Teaching and Researching Motivation examines how theoretical insights can be used in everyday teaching practice. The final section provides a range of useful resources, including relevant websites, key reference works and an online repository of tools and instruments for researching language learning motivation. Fully revised by pre-eminent researchers in this field, Zoltán Dörnyei and Ema Ushioda, this is an invaluable resource for teachers and researchers alike.

Task-Based Language Teaching and students' motivation in the EFL classroom

2021-07-13
Task-Based Language Teaching and students' motivation in the EFL classroom

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  • Author: Hilal Gürdal
  • Publisher: GRIN Verlag
  • ISBN: 3346438252
  • Category : Foreign Language Study
  • Languages : en
  • Pages : 39

Bachelor Thesis from the year 2021 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 1.3, , language: English, abstract: This thesis aims to examine the intrinsically motivating aspects of task-based language teaching (TBLT) in the EFL classroom. It will be started with communicative language teaching (CLT) as a precursor to TBLT. The theoretical context will be discussed with particular reference to Stephen Krashens’ Affective Filter Hypothesis as it has influenced research on motivation in foreign language learning as well as TBLT. After that, the current paradigms of CLT will be presented, focusing on its changes compared to former language teaching methods. Moreover, the terminology of motivation will be addressed by first providing a clear definition and then going on to discuss motivation in foreign language teaching. Although there are countless theories in this particular field, the most important theory for the course of this thesis is the Self-Determination Theory by Ryan and Deci as it first introduced the concepts of intrinsic and extrinsic motivation. Besides, the teacher and learner roles will be discussed to see how they affect each other’s motivation. Furthermore, Dörnyei’s motivational strategies for the foreign language classroom will be outlined to show how student motivation can be initiated and maintained. The next chapter introduces the task-based language teaching approach thoroughly explaining the concept of a task in order to grasp its main ideas and differences compared to an exercise. Then the various task types and the role of teacher and learner will be explored to see how they operate in the EFL classroom. Thereafter, Jane Willis’ TBL framework will be presented by discussing the aim of each stage in detail. Lastly, a sample lesson designed by Jane Willis will be presented to demonstrate the implementation of TBLT and to scrutinize its impact on student motivation. Therefore, the previously mentioned aspects of motivation will be taken up to examine how they are integrated in TBLT focusing especially on intrinsically motivating factors.

Complexity in Classroom Foreign Language Learning Motivation

2016-06-02
Complexity in Classroom Foreign Language Learning Motivation

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  • Author: Richard J. Sampson
  • Publisher: Multilingual Matters
  • ISBN: 1783095903
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 239

This book explores how complex systems theory can contribute to the understanding of classroom language learner motivation through an extended examination of one particular, situated research project. Working from the lived experience of the participants, the study describes how action research methods were used to explore the dynamic conditions operating in a foreign language classroom in Japan. The book draws attention to the highly personalised and individual, yet equally co-formed nature of classroom foreign language learning motivation and to the importance of agency and emotions in language learning. It presents an extended illustration of the applicability of complex systems theory for research design and process in SLA and its narrative approach shines light upon the evolving nature of research and role of the researcher. The study will be a valuable resource for practitioners, researchers and postgraduate students interested in classroom language teaching and learning, especially those with a focus on motivation among learners.

The Palgrave Handbook of Motivation for Language Learning

2020-01-11
The Palgrave Handbook of Motivation for Language Learning

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  • Author: Martin Lamb
  • Publisher: Springer Nature
  • ISBN: 3030283801
  • Category : Education
  • Languages : en
  • Pages : 704

This handbook offers an authoritative, one-stop reference work for the dynamic and expanding field of language learning motivation. The 32 chapters have been specially commissioned from the field’s most influential researchers and writers. Together they present a compelling picture of the motivations people have for learning languages, the diverse ways we can research motivation, and the implications for promoting and sustaining learners’ motivation. The first section outlines the main theoretical approaches to language learning motivation; the next section presents ways in which motivation theory has been applied in practice; the third section showcases examples of motivation research in particular contexts and with particular types of language learners; and the final section describes the exciting directions that contemporary research is taking, promising important new insights for academics and practitioners alike.

Motivation and Foreign Language Teaching - Strategies for Motivation

2005-10-12
Motivation and Foreign Language Teaching - Strategies for Motivation

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  • Author: Sven Kost
  • Publisher: GRIN Verlag
  • ISBN: 3638427447
  • Category : Foreign Language Study
  • Languages : en
  • Pages : 23

Seminar paper from the year 2003 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,3, University of Paderborn, 7 entries in the bibliography, language: English, abstract: The assumption that motivation and learning are directly connected to each other is supported by teachers, researchers and psychologists for a long period of time. They have pointed out that motivation can be regarded as the key issue in language learning processes, thus student motivation must be preserved, elaborated or even heightened. But how can this goal be reached by teachers or other instructors? In order to achieve this lofty mission, teachers and instructors have to make use of specific strategies for motivation. These strategies must be closely connected to the students’ lives and it has to be in the nature of these strategies to support the students in their learning process. Learning usually takes place in a classroom atmosphere, thus motivation has to be involved in this environment to guarantee learning effiency. This paper will give an overview about what different kinds of motivations are involved in the learning process and in second language learning in particular. Addionally it should give the reader an idea why motivation is so essential for learning processes. Further more it will take a critical look at what strategies for motivation teachers and other instructors can make use of in order to provide a successful learning environment. In the end it should be obvious how far the teacher can positively influence language learning processes, in particular second language acquisition processes.

How important is motivation in second language learning?

2017-06-15
How important is motivation in second language learning?

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  • Author: I. Magel
  • Publisher: GRIN Verlag
  • ISBN: 3668464413
  • Category : Foreign Language Study
  • Languages : en
  • Pages : 9

Seminar paper from the year 2012 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 2,0, Saarland University, language: English, abstract: Motivation in second language learning is an increasingly important area in applied linguistics. The current state of research is characterized by many different approaches, which have developed over time. Today there are still divided views about motivation. The social psychological approach dominated until the early 1990s. Criticized, later supplemented and eventually replaced by pedagogical and psychological concepts. In order to understand the importance of motivation in second language learning it is important to look at different types of motivation after clarifying the definition of the term 'motivation' used in the text below. This paper has been divided into three parts. First, I will give a definition of the term motivation. Then I will focus on different kinds of motivation, especially the distinctions between motivation regarding learning in general by Deci and Ryan and motivation especially in language learning by Gardner. Finally, the practical part deals with motivation in second language classroom in Saarland. Thus, the main question addressed in this paper is: How important is motivation in second language learning?

Individual Differences and Instructed Language Learning

2002
Individual Differences and Instructed Language Learning

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  • Author: Peter Robinson
  • Publisher: John Benjamins Publishing
  • ISBN: 9789027216939
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 404

Second language learners differ in how successfully they adapt to, and profit from, instruction. This book aims to show that adaptation to L2 instruction, and subsequent L2 learning, is a result of the interaction between learner characteristics and learning contexts. Describing and explaining these interactions is fundamentally important to theories of instructed SLA, and for effective L2 pedagogy. This collection is the first to explore this important issue in contemporary task-based, immersion, and communicative pedagogic settings. In the first section, leading experts in individual differences research describe recent advances in theories of intelligence, L2 aptitude, motivation, anxiety and emotion, and the relationship of native language abilities to L2 learning. In the second section, these theoretical insights are applied to empirical studies of individual differences-treatment interactions in classroom learning, experimental studies of the effects of focus on form and incidental learning, and studies of naturalistic versus instructed SLA.