I agree with everyone that people are less talented, less skilled and are less knowledgeable than others about different kind of topics. Do I think I can learn a language? To this end, learners need to develop an understanding of the nature of second language learning, and should Tesl motivational factors cognisant of the fact that the mastery of L2 can be achieved in different ways, using a diversity of strategies, and a key factor is for learners to discover for themselves the optimal methods and techniques.
May I tell you a secret, dear friend? In this case the knowledge of words such as take, bathroom, towels and beach was not enough — there is something more involved in the comprehension of this short message. Furthermore, because anxious or alienated students are unlikely to develop motivation to learn, it is important that learning occurs within a relaxed and supportive atmosphere Good and Brophy, Then we set students to work on the task, and, as they work through it, or just after they have finished working on it, we sort of "weave in" a moment of reflection and discussion on the strategies that they have used - or perhaps not used.
The central question in designing a framework of motivational strategies is to decide how to organise them into separate themes.
As a matter of fact, most of the strategy instruction that is carried out in classrooms and through materials belongs to one or more of the following types Benson Gardnerin his socio-educational model, identified a number of factors which are interrelated when learning a second language.
We need tasks that prompt the use of strategies My third main point is that we should start from tasks, not from strategies. Our next step would be, not to directly teach students the strategies we are aware of, but to help them become aware of their own strategies and then come up with our own strategies for them to compare and discuss, adapt and maybe change.
It is also theorised that "integrative motivation typically underlies successful acquisition of a wide range of registers and a nativelike pronunciation" Finegan But keep in mind that your effort in terms of hard work and aspiration will have to be even bigger the less you used to train your brain in the past.
As we move even deeper down the iceberg, we come to the very basic questions: Group Processes and Motivation A discussion of motivation and motivational strategies would not be complete without a consideration of group processes, inasmuch as there is usually a group of people that we as teachers are called on to motivate.
Some of these conditions are the following: Bensonfound in Dornyei, A survey of basic concepts and implications 2nd ed. Suppose that a student believes that reading is a passive process, in which all you have to do is let the text flow from the page into your mind.
Above the surface of this iceberg we have competence and performance - this refers to the question: But below the surface is your learning process.II. Motivational Types There are basically two motivational types that motivational theorists describe when trying to explain how students learn and what can provide the best classroom environment.
One motivational type can be described as external or extrinsic motivation. The roots of extrinsic motivational theory come from the behaviorist B.F.
2- Acquisition/ Learning Hypothesis: 'Adults have two distinctive ways of developing competences in second languages. acquisition, that is by using language for real communication (natural environment) learning.
"knowing about" language'. LEARNING STRATEGIES, TEACHING STRATEGIES. AND NEW CURRICULAR DEMANDS: A CRITICAL VIEW Perspectives, a Journal of TESOL-Italy, Vol. XXIX, No. 2, Fall Excerpts from articles outlining the advantages of using games in teaching English.
Examines a variety of techniques and strategies which teachers can employ to motivate their students. European Journal of English Language and Literature Studies Vol.2, No.1, PP, March Published by European Centre for Research Trading and Development UK (bistroriviere.com).Download