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  • From Research To Implications - HadfieldDörnyei - Optional

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    From research to implications_ HadfieldDörnyei_Optional

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    6 views9 pages

    From Research To Implications - HadfieldDörnyei - Optional

    Uploaded by

    ozigan16

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    of 9
    Part | From research to implications Motivation and the vision of knowing a second language Language teachers frequently use the term ‘motivation’ when they describe successful or unsuccessful learners. This reflects our intuitive belief that during the lengthy and cften tedious process of mastering a foreign/second language (12), the learners enthusiasm, commitment and persistence are key determinants of success or failure. indeed, in the vast majority of cases learners with sufficient motivation can achieve a working knowledge of an L2, regardless of their language aptitude, whereas without sufficient motiva- tion even the brightest learners are unlikely to persist long enough to attain any really useful language. If motivation is such a crucial feature of successful learning, teacher skills in motivating learners should be seen as central to teaching effectiveness. Indeed, research has shown that for many teachers problems about motivat- ing pupils are the second most serious source of difficulty (after maintaining classroom discipline), preceding other obviously important issues such as the effective use of different teaching methods or a knowledge of the sub- ject matter. If you have ever tried to teach a language class with reluctant, lethargic or uncooperative students, you will know from bitter personal experi- ence that researchers got it right this time! Since the mid-1990s there have been some publications specifically discuss- ing various techniques and strategies to motivate language learners, and in 2001 Zoltan produced a summary of this practical knowledge in his book Motivational strategies in the language classroom. This collection showed that there is much more to motivational strategies than offering rewards and punishment (Le. ‘carrot and stick’) and drew attention toa rather unexplored area of teacher development. In our book we present a new approach to conceptualising motivation - centred around the learner's vision - that complements the techniques that were presented in the 2001 book. This ——— fons om research to implicatio 2 Partie fr dapted for use wit} logy, and has been @' ‘ with ta approach originates Rye ra 3, avation theory, the 'L2 Motivationay we woul uage learners nl (99), The material in this book is an attempt to express ; i, 2005, 20091 practice! Drawing on Jill's extensiy, ing UP * system’ (DOYS itting it into prac zy the theory to se ees and materials we have set Out to Accomp experience in teac ractical and yet fully compatible with —

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