Ways of Increasing Motivation at the Lesson of English

INTRODUCTION

The present course paper is devoted to the analysis of the most effective ways of increasing motivation in teaching English as a foreign language. I have chosen this topic because of the many problems that teachers face nowadays in the process teaching and I want to establish for myself what may cause the learner to be motivated or unmotivated. Motivation is the most often used term for explaining the success or failure of the students during their studies. It is an inner impulse or desire that moves learner to a particular action. The main part of the present course paper will be devoted to the examples of increasing learner’s motivation. My total collection of examples has been made from different sources, among them magazines, dictionaries, and course books.

The practical value of the present paper is the fact that we suggested a variety of exercises that can be efficient in increasing motivation of pupils.

The methods employed in this research paper are: synthesis, comparison, generalization, and analysis.

The present paper consists of: Introduction, three chapters, each containing conclusions at the end, general conclusions and bibliography.

Chapter 1, entitled “Role of motivation in TEFL ” gives information about the place of motivation in the studying process, gives the definition and different views on motivation in TEFL today. In this chapter we touched upon types of motivation and factors which contribute to each type.

Chapter 2, entitled “Increasing motivation at the lesson of English” introduces methods and strategies for increasing learner’s motivation. These are usually interactive techniques which involve all the pupils and gives them the chance to participate.

Chapter 3, entitled “ Examples of how to increase motivation”, we devoted to two ways of increasing motivation, that is through activities for developing purpose-oriented motivation; activities for developing motivation generated by learner’s comprehension; activities for developing cognitive motivation; techniques for developing learner’s wish to get the information completely; strategies for developing instrumental motivation; activities for developing the aesthetic type of motivation. We suggest a number of techniques for each of these categories. So, this work can be of great use for those who “have what they teach, and love whom they teach”. (N. Ginott)

CHAPTER 1: ROLE OF MOTIVATION IN TEFL

Motivation carries out some function induces behaviour, directs organizes it, gives to it personal sense and the importance. Motivation is probably the most often used term for explaining the success or failure of virtually any complex task. It is easy to say that success in the task is due to the fact that someone is motivated. It is easier in second language learning to claim that a learner will be successful with the proper motivation.[ Douglas Brown, 1995, pp. 114)]

According to Longman Dictionary motivation “is eagerness and willingness to do something without needing to be told or forced to do it”.It goes without saying that role of motivation is very important in the process of studying.

Motivation is like the component of learning. The problem is that almost everyone wants to know and speak fluently English but there no actions are seen. Everything stops without beginning. People always delay language learning for the future. And this happens because of the missing motivation. Motivation is commonly thought of as an inner drive, impulse, emotion, or desire that moves one to a particular action. [ 3. Douglas Brown , 1995, pp.115]

There are reasons that students become less engaged in learning as they grow older, including influences from both within and outside the school. At the beginning pupils are influenced by their family. When students enter school, their level of interest and desire to engage in learning are also heavily influenced by teachers, the school environment, and their classmates. Although it may sometimes seem that teachers have no control over students' attitudes about learning. Today it is very important and fashionable to know one or more foreign languages and so most of those who study them are not really interested in the process of studying, they simply want to as sooner as possible the results. Here can be said that in this case students find out that their idea of what it means to learn a second language and the teacher’s idea are not the same. Students want to learn to understand and speak a new language.The teachers want students to learn how to understand and speak a new language.