MINISTRY OF EDUCATION AND TRAINING
Hanoi National University of Education
Faculty of English
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ASSIGNMENT ON BACKGROUND
TO ELT METHODOLOGY
Motivation in English Language Teaching
Instructor: Mrs. Nguyen Thi Huong Lan
Student: Tran Ngoc Mai
Group: 9 – A3K69
Academic Year: 2020-2021
Table of contents
I. Introduction 1
II. Main content 1
1. Literature review 1
2. Discussion motivation in English language teaching 3
2.1. Discussion 3
2.2. English Language Teaching motivational teaching
techniques focused on language learners' experiences 3
III. Conclusion 9
I. Introduction
Motivation has long been considered as a powerful tool that guides people in
almost every aspect of life. Why do you want it to be successful? What pushes you
to persevere to the end? It promotes ambitions and passions, and encourages
person to achieve specific objectives. As a result, thousands of studies have been
conducted by educationalists about how to use motivation in the teaching and
learning process.
In this paper, I will get into the theoretical foundations of motivation as well as the
strategies and techniques for building and sustaining learner motivation. When
learning about different teaching approaches, motivation has always sparked my
curiosity, so I selected this topic for the project. Besides that, not only teachers but
also students will learn from the research on motivational techniques.
As a future teacher and active learner, writing a research paper in this field would
be hugely advantageous. The aim of this essay is to provide a deeper knowledge of
the term "motivation," and therefore to explore some effective methods that
teachers can use to motivate students, especially in English language teaching .
II. Main content:
1. Literature review
The term ‘motivation’ presents a real mystery: people use it widely in a variety of
every day and professional contexts without the slightest hint of there being a
problem with its meaning, and most of us would agree that it demotes something
of higher importance. The point made by Dornyei (2001) indicates that the
definition of motivation is complex and varies depending on the context. Then as
result, whether motivation is used for general or educational purposes, it has been
specified in various aspects. Motivation is derived from the Latin verb “move,”
which refers to impulse ones to do something.
Mitchell provides an overview (1982), “ motivation becomes those psychological
processes that cause arousal, direction, and persistence of voluntary actions that
are goal-related ”, it seems to include both psychology and second language
education.
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Dornyei (2001) defines motivation as the aim and magnitude of human actions,
which includes:
1) The choice of a specific action
2) The consistency with it
3) The amount of effort spent on it
In other words, motivation determines:
1) Why people want to do something
2) How long they are able to continue doing it
3) How hard they can work to achieve their goals
Kellers (as quoted in Crookes & Schmidt, 1991) has a description of motivation
that is close to Dornyei's (2001) definition that “ motivation refers to the choices [a
student or teacher] makes as to what experiences or goals they will approach or
avoid, and the degree of effort they will exert in that respect (p.389).”
In terms of the above concepts of motivation, it is clear that motivation is linked to
both cognition and behaviour, and even the initial decision made or what to do
with it.
Motivation is what keeps students interested in the subject and empowers them to
bring forth more effort in order to achieve their goal, whether that goal is to be
able to communicate in the target language or simply to pass the exams. It's
important to remember that the learner's enthusiasm, commitment, and
perseverance are the keys to success during the long, arduous process of mastering
a language. Any language teaching course needs a high level of motivation. The
more inspired you are, the more successful you will be in the course. It's also
worth mentioning that encouragement is impossible to attain without the right kind
of help from teachers. Students will be motivated to learn by a teacher who has the
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right support system. This boosts in the learning process by offering motivation
and direction for each student's progress.
2. Discussion motivation in English language teaching
2.1. Discussion
In general, several factors, particularly in English, influence teaching motivation.
Each teacher teaches at a different grade level and has different subject knowledge
or English language skills. What's more, when it comes to passing on their
experience, teachers have a number of options for assisting students in
understanding the lesson or assisting them in achieving their objectives. In order
for students to learn a foreign language in general and English in particular, an
educator must devote a significant amount of time, effort, and patience to them. As
a result, teaching motivation stems from a desire to help students learn, as well as
a passion for teaching.
Teaching inspiration stems from the love of the language. From the initial
impression that this is a fascinating language to a desire to learn more about
culture, lifestyle, speaking style, festivals, etc., to being a driving force to teach
and pass on your knowledge.
2.2. English Language Teaching motivational teaching
techniques focused on language learners' experiences
As a language professional, I have faced two main challenges in teaching—
motivating learners and sustaining their motivation—and I have come to recognize
learners' motivation as a vital element in language teaching.
Language teachers may be a very relevant and valuable source of insights
regarding what teaching strategies work effectively to increase their students’
motivation to learn a foreign language. However, many studies have not included
the voice of one of the biggest stakeholders in second language learning: that is the
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learners. Learner’ voices should not be neglected, since teachers may not be aware
of students’ motivation.
When teachers say that a student is motivated, they are not usually concerning
themselves with the students’ reason for studying, but are observing that the
student does study, or at least engage in teacher-desired behaviour in the
classroom and possibly outside it. (Crookes & Schmidt, 1991, p.480)
These scholars imply that the effectiveness of strategies in teaching should not
solely be measured by gaining teachers’ opinions and perceptions about their use
and effectiveness. It is also important for educators to pay attention to what
students believe in this aspect, as students’ own perceptions and beliefs may be as
relevant as the perceptions of teachers, external observers or general beliefs about
it as described in the literature.
Dornyei’s (1996) mentioned 10 motivational teaching strategies:
1. Make the language classes interesting by selecting varied and engaging
topics, material, and activities.
2. Have humour, fun, and games in class.
3. Create a pleasant and friendly atmosphere.
4. Promote learner autonomy by allowing freedom in the classroom and
sharing as much responsibility with the learners as you can.
5. Make the course relevant by doing a need analysis and adjusting the
syllabus accordingly.
6. Set a personal example in being motivated and committed yourself.
7. Develop the learner’s confidence by encouraging them, giving them
positive feedback, and making sure that they regularly have a feeling of
success.
8. Make the foreign language “real” by introducing its culture, using authentic
materials, inviting native speakers, and arranging native-speaking pen
friends for your students.
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9. Develop a good and trustful relationship with the learners.
10. Emphasize the usefulness of the knowledge of the foreign language.
For the exact purpose of motivation ways in teaching, in the educational
environment, cooperative learning is a powerful teaching strategy. It has the
potential to be used in classrooms to help students learn more effectively. Students
should strive to be active participants in their competencies as constructive
representatives, which is interesting. Cooperative learning is one of the most
common teaching strategies for fostering student positivity and participation, so
educators can use it wisely to get the best results for their students. If we used
cooperative learning efficiently, with working groups of students studying together
rather than competing with one another, learning would be more collaborative and
successful. Teachers improve students' enthusiasm while also providing
opportunities for them to communicate and share information with one another
through interactive learning activities. This is a different approach to learning in
the classroom than what has been done in the past.
One of the most significant foundations of teaching and learning practices and
processes is the use of materials to assist learners in learning quickly and
effectively. Having a natural learning atmosphere encourages students to take part
in the learning, teaching, and experiencing processes.
Language learning is a social practice, and without participating in the learning
and teaching processes, it is impossible to learn to communicate, understand, and
comment adequately. Teaching resources are critical tools for assisting students in
participating in the learning and teaching processes.
Language teaching materials have been discovered to have a significant impact
and function in language learning and teaching practices. Teachers will improve
students' enthusiasm and encouragement for subjects and lessons by using
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teaching materials. As a result, the students pay more attention to the teacher and
remember what they are taught. Teachers will build a willingness to learn in this
way, and all students participate fully and willingly in the lesson. Supportive
language teaching materials may help teachers enrich their classes.
As can be shown, almost all students agree that using language teaching materials
has a significant and critical impact and role in their learning processes.
Furthermore, language teaching materials allow teachers and students to devote
more time to practice and to more easily understand and clarify complex subjects.
Help teaching and language teaching materials, we may conclude, are critical for
both teachers and students to be effective. It is impossible to ignore the value and
necessity of using materials in foreign language instruction.
Numerous endogenous (i.e, internal or inner inspiration) and exogenous
(i.e, external to human personality) influences, such as social and cultural
conditions, professional needs, and language requirements for international
education, influence learners' motivation. Exogenous factors refer to the tangible
benefits associated with an operation, whereas endogenous factors add
gratification and happiness to a student (Noel S, Clement, & Pelletier, 1999).
Over the last few decades, a number of studies have looked at motivation trends in
language classrooms in a diverse setting. These studies have consistently found a
clear link between motivation and foreign language achievement. As a language
professional, I have faced two main challenges in teaching—motivating learners
and sustaining their motivation—and I have come to recognize learners'
motivation as a vital element in language teaching.
When it comes to putting theories into practice in the classroom, motivational
teaching is extremely helpful. Teachers should follow the model in the section
with flexibility in order to effectively engage students in lessons and inspire them.
First and foremost, we must establish basic motivational conditions by exhibiting
acceptable behaviors and maintaining a positive relationship with students, as well
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as creating a friendly and welcoming classroom environment. So, what exactly
qualifies as "appropriate" behavior? The solution is to be enthusiastic. Students
pay more attention to teachers who come to class with a deep enthusiasm and joy
than to those who seem boring and repetitive. No one would be inspired by a
teacher who yawns every time he enters the classroom and behaves as though the
lesson is unimportant to him.
Moreover, when attempting to initiate motivational conditions, it is critical to
create a strong correlation between students and teachers. Teachers should
demonstrate to students that they are accepted and cared for during the classroom
teaching. Often, one of the most effective ways to obtain a better understanding of
students' minds is to listen to their thoughts, emotions, and views. Teachers are
strongly urged to maintain a relaxed and enjoyable classroom environment by
planning fun events, telling jokes, and inspiring rather than criticizing students.
Teachers should begin generating initial motivation after establishing the
background motivational state. The aim now is to improve the language-related
values and attitudes of the students. Teachers may use a variety of techniques to
encourage language-related values in their students, such as inviting senior
students to talk about their own experiences and associating students with peers
who are ambitious about the subject. Even so, by emphasizing and explaining
elements of language learning that students are likely to appreciate, teachers can
intrinsically inspire students. Teachers should allow students more opportunities to
concentrate on learning vocabulary, for the exact purpose of they find it fun and
exciting. When it comes to learning a new language, particularly English, it can be
extremely beneficial if teachers provide additional information about the cultural
backgrounds of English-speaking countries. They encourage integrative value and
a cosmopolitan perspective in this way, which has recently gotten a lot of press.
Some authors argue that the primary objective of language teaching schools should
be to teach 'inter cultural communicative competence' rather than merely
communicative competence.
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To promote integrative values, teachers should:
- Familiarize learners with interesting relevant aspects of the foreign language
culture
- Share your own positive second language related experiences in class
- Bring various cultural products (magazines, music, TV recordings, sitcom,
videos) to class
- Encourage learners to discover interesting information about the countries where
second language is spoken on the Internet and to prepare a presentation.
Extrinsic motivation is just as important as intrinsic motivation in the motivational
teaching process. As a result, teachers should continually remind their students of
the importance of being able to communicate in the target language, stressing the
role of English language in the world by emphasizing its possible utility for both
themselves and the society. As a side effect, students can have a more optimistic
attitude about learning the language because they know it will be an indispensable
tool in the future.
Teachers' attempts to inspire students, on the other hand, would be in vain unless
they can preserve and protect motivation. Making learning stimulating and
enjoyable is one of the many ways to maintain motivation. For a variety of
purposes, language classes are often unappealing and drudgery-like. It could be the
increasing demands on teachers to cover the curriculum and prepare students for
tests and exams, or it could be the outdated and ineffective teaching materials.
Fortunately, researchers have devised several methods for breaking up the
monotony of learning. Making the tasks given to students more engaging and
increasing the students' participation are two of them. Teachers may vary the
linguistic emphasis of the language challenge by including exciting activities (e.g.
a grammar task can be followed by one focusing on socio cultural issues).
Teachers who are able to vary learning activities and other aspects of teaching as
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much as possible, concentrate on motivational flow rather than just the knowledge
slow in the classroom, and do the unexpected are the best.
Furthermore, people are more likely to appreciate a job if they are a key
component of it. As a result, teachers should make every effort to ensure that each
student in the class is assigned a particular and effective assignment. When
planning a vocabulary game, for example, teachers may want to include the entire
class, rather than just a few members.
Finally, the process concludes by promoting constructive self-evaluation to round
out the learning experience. This involves the learner satisfaction, providing
encouraging incentives and grades, and providing motivating input.
This actively demonstrates that motivating students has never been a simple job,
but it is not impossible. Researchers have established two key types of motivation,
as well as the various types of intelligence and successful learning methods for
each student. Each learner has unique characteristics, learning styles, and
approaches to information acquisition. Some students excel in one area but
struggle in another, and inversely. Teachers will have to take a certain amount of
time to understand the essence of his students as a motivating and inspirational
learning new information for students, and it is not unrealistic. Teachers also can
eventually achieve their aim by flexibly incorporating the theoretical context of
motivational teaching and continuously motivating students intrinsically and
extrinsically.
Personally, I agree that motivation is without a doubt one of the most effective
resources, and that it should be emphasized more during teaching and learning in
order to achieve positive outcomes.
III. Conclusion
To sum up everything that has been stated so far, teaching English as a second
language necessitates the teacher's proper encouragement and the students' full
cooperation. The importance of motivation cannot be overstated. It is the first
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criterion for deciding whether or not a student is fluent in English. Teachers are
both the teachers and the most important factor in the course's success.
Teachers may use a number of techniques to motivate students to learn and make
the classroom fun and engaging. Teachers, on the other hand, will expand their
awareness and fulfill their own curiosity about the English language, as well as the
culture and details of the countries that use it.
Individually, I believe that one of the most important tools is encouragement, and
that it must be stressed more during teaching and learning in terms of producing
significant improvement. Note to use strategies such as cooperative learning, task-
based learning, communicative drills, and others to help teachers enrich their
classes. Students should be encouraged to think critically about the content they
are studying and how it relates their own lives. Additionally, teachers are often
learning about their students' characteristics and expanding their advanced
knowledge, encouraging both themselves and their students.
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References
1. Dornyei, Z. (2001a). Teaching and researching motivation.
Harlow: Pearson Education Limited.
2. Dornyei, Z. (1996). Ten commandments for motivating language learners.
Paper presented at the TESOL 1996 Convention, Chicago.
Retrieved from http://ltr.sagepub.com/content/2/3/203.short
3. Mitchell, J (1982). Motivating factors in the students of FLL (English) at
the Faculty of Education University of Granada.International Journal of
Learning, 13(9), 1-15.
4. Beck,. M &McKeown,L (2002) Teaching by principles: An interactive
approach to language pedagogy (2nd ed.). New York: Longman.
5. Crookes, G., & Schmidt, R.W. (1991). Motivation: Reopening the research
agenda. Language Learning, 41, 469-512.
6. Noel S Clement Pelletier 1999 Perceptions of Teachers’Communicative
Style and Students’Intrinsic and Extrinsic Motivation.
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