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STUDY OF TEACHERS’ OPINION REGARDING TECHNIQUES TO

STUDY OF TEACHERS’ OPINION REGARDING TECHNIQUES TO

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05/13/2014

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STUDY OF TEACHERS’ OPINION REGARDING TECHNIQUES TOINCREASE STUDENTS’ MOTIVATIONAL LEVEL DURING ENGLISH
LANGUAGE TEACHING AT PRIMARY LEVEL
Dr. Tayyaba Zarif 
13
 Abstract
The rational of the study is to take the opinion from the primary teachers regarding effectivetechniques by which students can be motivated or we can increase the motivational level of students especially during teaching of English at primary level. This is due to the fact that in ourcontext English is not on the L1, in fact it is L3 and in some cases L4. For this purpose altogether30 teachers were selected through purposive-random sampling from a sample of 10 privateschools of Karachi selected with the help of convenient sampling. Information about opinion of teachers regarding effective motivational techniques was collected by using a simple tool. Thecollected data was analyzed with the help of percentage method. Analyzed data exposed that anumber of techniques which can help teachers to motivate students during English languageteaching include techniques such as role play, storytelling through games and good relation.Majority of teachers strongly agreed that through role play, storytelling, using games and good
relation are very effective techniques for students’ motivation and according to their opinion, byusing these techniques, students’ motivational level did increase. Almost all teachers strongly
disagreed that students can be motivated through punishment. So it is necessary to enhanceteachers professional capability in this regard through rigorous training /professionaldevelopment so teachers develop and implant English language skills more effectively speciallyin our context where English is not first language.
Keywords:
Opinion, Techniques, Motivational level
13
Head of Education Department and Research SupervisorNewports Institute of Communications and Economics, Karachi Pakistan
 
 
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1.
 
Introduction & Literature Review
The effectiveness of teaching in classroom can be more efficient by including the knowing thathow students motivate for learning.To motivate students of English as a Foreign Language (EFL) inside the class is usually adifficult task to achieve which include the multiplicity of psycho-sociological and linguisticfactors. (Dornyei, 1998; 2010a),on the contrary, most of teachers of English plays a vital andimportant role for motivating the students to learning, which would paves the way to ease theunderstanding of learning process, whereas the motivation can be defined in many ways(Liuoliene & Metiuniene, 2006).Motivation energizes human behavior and provides the right direction in a significant dimension.(Dornyei, 1998, p. 117)For language learning (Gardner, 1985; Gardner et al. 2004; Lightbown & Spada, 1993),A largenumber of theories and philosophies provides the studies of the many variables that affectsstudent motivation for learning the second language (L2) classroom. These variables have beenreview and withdraw on in examination of the views on foreign/ second language learning of learners and the teachers participates in this study.Research on L2 motivation (until the early 1990s) was influenced by Gardner (1983; 1985),Clement (1980) and their colleagues. L2 motivation has been influenced by the learner and theirattitudes for the social perceptions of the L2 and the speakers of those languages, theirinterethnic contact and the resulting degree of linguistic self-confidence (Dornyei, 2001a). Forexample, Gardner (1985, p.6) reports that attitudes of students for a specific language group isbeen bounded to influence that how much successful the learner will incorporate with the aspectsof that languages. This is true consideration that learning a foreign language is quite differentfrom learning other subjects as like the language is been
viewed as part of one’s identity.
Williams (1994) is of the view that learning of a foreign language includes a wide than normallylearning skills or a system of rules, laws or a grammar.Motivation is the major concern for improvement of reading and consequently fostering literacy(Anderson, Hiebert, Scott &Wilkinson, 1985), however, one should follow the motivationpolicies to check that they help improve achievements of the students in the learned language(Dorneyi, 2001a). Using reading texts that students can understand is another motivating factor.It is the practice in some of the schools that teachers of English language reward the students formotivation for the learning of English language as suggested by Schunk(1983). Oldfather (1995)is of the view that use of extrinsic rewards for motivation of the academically frustrated students.Terrel and Rundulic (1996) is also of the view that rewarding the students on completion of atask enhance the self-esteem factor of the student, that ultimately increases motivation.The equivalency of education and location is similar for the motivation. Motivation is usually themost important factor that educators can target in order to improve learning (Olson, 1997).Motivation is referred as the course of action or process of motivating; the conditions to be themotivating; a motivating force, stimulus, or influence; incentive; drive; something (as per needor desire) which causes a person or student to act (Merriam-Webster, 1997); and the expenditureof effort to complete the results (DuBrin, 2008).Motivation of student is an essential and important element that is mandatory for qualityeducation. How can we know that students have motivated? They pays attention, they begin
 
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working on tasks immediately, they ask questions and volunteer answers, and they appear to behappy and eager (Palmer, 2007).Basically, very little if any learning can occurs until students have motivated on a concentratedbasis. The five key factors impacting student motivation are: student, teacher, content,method/process, and environment. That is the ideal for students that should have many sources of motivation in their learning experience in each class. (Palmer, 2007; Debnath
, 2005; D’Souza
and Maheshwari, 2010)(Olson, 1997) Also, use stories, personal examples, and language that engage the students andcreate rapport.
Value and build relationship: “Relationships are at the heart of teaching since it is
an
activity based on communication” (MacGrath, 2005)
 Allowing students to select learning partners has been shown to improve their motivation tolearn. Also, it is important to get students to accept the reasons why some aspects of the courseare not negotiable. (Olson, 1997)Teachers should more emphasize on the integration between real life and school subjects,designed assignments, and experiments that use regular materials and the conditions, and the useof personal anecdotes. (Palmer, 2007)Keeping in view above it can be concluded that through different techniques students can bemotivated so this study also seeks to inquire the opinion of teachers regarding techniques
Increase Students’ Motivational level during English Language Teaching at Primary Level
.
2.
 
Research Questions
This study addressed the following research questions:i.
 
What are the possible factors that could motivate students in language learning?ii.
 
How can teachers teach English language at primary in a more student-centered manner?iii.
 
What are the teaching techniques that could motivate students to yield better learningoutcomes
3.
 
Objectives of the study
 
To find out different factors that influence motivational level of students in learningEnglish language at primary level.
 
To assist teachers in motivating the students towards English Language Learning throughdifferent effective teaching techniques.
 
To develop a better understanding of English Language Learning in the context of Sindh.
4.
 
Methodology:
Keeping in view the objectives of the study 10 private Schools were selected through convenientsampling and from these schools 30 most experience teachers who were teaching English toprimary classes were selected (03 from each school) with the help of Random purposivesampling. For data collection simple tool with the statement regarding using of motivationaltechniques were used and teachers were requested to tick any one given option for eachstatement according to their degree of agreement .The collected data was analyzed by usingpercentage method.

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