Thesis: Motivation of young learners requires positive energy and preparedness from the instructor. Enthusiasm and teaching aids/materials being used make a big difference on the speed and quantity that a student can retain. To start with, I seek to challenge myself and push my boundaries further by asking and attempting to answer the question -How can I teach English more effectively, so that the people of the world can be empowered to knowing English? It is indeed a powerful question and one to which we all need to pay close attention to in this complex, bewildering and ultimately fascinating world of diverse cultures living together.
The use of common language makes it so impossible for those who do not understand to have a sense of belonging. It is necessary in preparation for study action to note certain areas of input where speed and quantitative acquisition of English language can be enhanced, even with ease. Motivation tops among the very important constituents in any language acquisition among beginners. The worry of any teacher is also to ensure equal motivation for students at though researches have shown that different motivation tactics exist for different students.
Aim at motivating students also needs to influence whatever existing motives, goals, dreams or ideas in the students for learning English language. According to Cheng definition of motivation (2007) “it is the combination of effort and the desire to achieve the goal of learning the language (English) with the development of favorable attitudes towards learning the language. ” Of course, motivation requires constant positive energy and preparedness from instructor. I would like to categorize instructor energized motivation into intrinsic and extrinsic.
While the intrinsic depends on the level of personal interest the instructor shows to students, extrinsic deals with the application of such facilitating instruments like teaching aids or materials and compensational measure. Compensational measures include the development of competitive study in order to award prize or openly shower of praise for good performance. I do not agree with the issue of punishment as a one of the means for it limits the learners’ ability to perform in the absence of pressure from instructor.
To activate the positive energy in young learners, the use of a general area of interest has been found to speed learning through a sustained motivation. For example, learners who admire a popular figure in the language being learnt can be motivated by relating studies in that direction. Each time the learner is reminded of the figure, motivation increases to study the language of such figure to feel belong. Each learner can also be kept on positive swing mood during acquisition by a constant assurance form the instructor of the easy nature of the study which only requires very short time.
Most category of learners feel bored when study is being prolonged; hence, the language lesson needs to be broken into different segment with short interval. This will ensure cerebral revitalization at the end of each session before taking up next task. A study in a class of 30 students showed how learners know English speedily when task was made to perform at interval. The second group who did not perform the task at interval requires double the learning time spent by the first group (Cheng & Dornyei, 2007).
The use of teaching aids/materials is of no doubt one of the best way to increase learning speed and quantity of study per time. Teaching materials result in increasing students’ motivation. Te use of audio-visuals in teaching English language performs two tasks. One is the usual classroom teaching of new words. The second is the acquisition of such language in connection with the learners observed response to the spoken language. Most learners watch films irrespective of the language spoken in the scene.
Actions are better picked that a action-less speech expression. Many studies have approved this use of audio-visuals for its evident large difference it makes in language acquisition. In summary, I will certainly aim at activating students self motivation believing that this is the key to make whatever measure puts in place by the instructor a more productive exercise.
Reference Cheng, H. , & Dornyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in Language Learning and Teaching, 1, 153–173.
University/College: University of Chicago
Type of paper: Thesis/Dissertation Chapter
Date: 26 November 2016
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