LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 14:5 May 2014
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
Assistant Managing Editor: Swarna Thirumalai, M.A.

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The Role of Motivation in Teaching and Learning English as a Second Language at the Secondary Level

Mosha. Afroza Sultana

Abstract

The purpose of this paper is to explore a substantial literature on motivation in second language learning. This study aims to explore whether motivation can make the ESL classes more effective or not. This research was carried out to verify that here in Bangladesh; motivation can become an effective tool in teaching and learning English as a second language. Motivation is one of the characteristics of the Language learning and teaching and it is a helpful facilitator in the Language Learning process. It also aims to discuss the major theories of motivation and how teachers can influence learners’ motivation. It also aims to explain how teachers can generate and maintain motivation in their teaching practices. In order to conduct this research I have interviewed some teachers and students of a private English Medium School & College and three teachers of a private University, Dhaka, Bangladesh and the results revealed that motivation is an effective factor in teaching and learning English as a second language at the secondary level in the context of Bangladesh.

1.1 Introduction

Motivation plays a significant role in the rate and success of second and foreign language learning in general, and in classroom language learning in particular. Motivation “provides the primary impetuous to initiate learning the second language and later the driving force to sustain the long and often tedious learning process” (Dörnyei, 1998, p. 117). Motivation, however, is “a complex” and “multifaceted construct” (Gardner, 1985; Williams & Burdoen, 1997). It consists of such factors as the attached value of a task, the rate of success expected by learners, whether learners believe they are competent enough to succeed, and what they think to be the reason for their success or failure at the task (Dörnyei & Ushioda, 2011). Motivating learners to develop in the target language is acknowledged to be a complex process. In many instances, students face many obstacles in learning English and are often demotivated to learn. However, certain motivational strategies, identified by research on motivation, can help learners adopt more positive attitudes towards language learning. This paper synthesizes major theories on motivation, discusses the role of teachers in motivating students, and presents a comprehensive review of motivational strategies that can be used by teachers in their classrooms. This paper concludes with a call for teachers to focus more on learners’ motivation and try to employ appropriate motivational strategies so that they can achieve their ultimate purpose of helping students make the most of their language learning experience.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Mosha. Afroza Sultana, M.A. & M.A. in E.L.T
Senior Lecturer, Department of English, Cambrian School & College, Dhaka, Bangladesh

Presidency University
Dhaka
Bangladesh
afroza.moon0085@gmail.com
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