Assignment on ELT Nguyen Thi Dung

Ministry of Education and Training

Ha Noi National University of Education

Faculty of English

ASSIGNMENT ON ELT

TITLE: MOTIVATION IN LANGUAGE LEARNING

INSTRUCTOR: PHAN THI NGOC BICH

STUDENT: NGUYEN THI DUNG

CLASS: VB2 K5A

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 Assignment on ELT Nguyen Thi Dung

Hanoi – April/2019

TABLE OF CONTENTS
Page
I. Introduction……………………………………………................... 2
II. Motivation in language learning
1. Definition …………………….……………………………………......… 3
2. Types of motivation
2.1. Intrinsic & Extrinsic Motivation ….………………………………...…. 4
2.2. Integrative & instrumental motivation ……………………….………... 4
3. Sources of motivation
3.1. The society we live in…………………………………………….……….. 4
3.2. Significant others………………………………………………………..... 5
3.3. The teacher……………………………………………………………...… 5
3.4. The method……………………………………………………………...… 5
4. Initiating and sustaining motivation
4.1. Goals and goal setting
4.1.1. Long - term goals……………………………………………...………….. 6
4.1.2. Short – term goals……………………………………………...…………. 6
4.2. Learning environment………………………………………...………….. 7
4.3. Interesting classes…………………………………………………………. 7
III. Application of motivation in TEFL in pre-school context
1. Some strategies which are usually used in pre – school.……..…………. 7
2. Advantages and constraints of applying the topic in the context
of Vietnamese school….………………………………………….……….. 10
IV. Conclusion……………………………………………………….…..……. 11
References.………………………………………………………........................... 12

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 Assignment on ELT Nguyen Thi Dung

I. INTRODUCTION

The success of any action usually depends on the extent to which individuals strive to
attain their purpose, along with their desire to do so. In general people have come to
refer to this psychological factor – the impulse that generates the action – as motivation.
As the term itself indicates, it is a “motive force”, something that prompts, incites or
stimulates action. Motivation is also one of the most important factors which influence
language learners’ success or failure in learning the language. It is is defined as "the
choices people make as to what experiences or goals they will approach or avoid and
the degree of effort they will exert in this respect" (Keller, 1983).

To think of motivation as belonging only to the initial stages of an action, - that is as

concerned with arousing initial interest and turning it into a decision to engage in some
activity – is only a limited understanding of the term. The need to maintain this state of
arousal, to determine someone to make the necessary effort to complete an action is also
of great importance. This idea is reflected in the definition given by Williams and
Burden (1997: 120) who see motivation as “a state of cognitive and emotional arousal,
a state which leads to a conscious decision to act and gives rise to a period of sustained
intellectual and/or physical effort”. Thus intellect and affect combine with volition and
perseverance to result in what is known as motivated behaviour. The same idea is
conveyed in different words by R.C. Gardner who seems to explain the term with the
precision of mathematical demonstration: motivation is a combination of effort plus
desire to achieve a goal plus favourable attitudes towards the goal to be accomplished
(Gardner, 1985:11). Thus the simple existence of desire, strong reasons for doing
something or favourable attitudes towards a particular thing or action do not reflect
motivation in and of themselves. The same R.C. Gardner gives the example of
individuals who may have a strong desire to do something or may enjoy an activity and
who cannot be considered to be motivated, since their intentions are not linked with a
striving to accomplish that particular thing.

In Vietnam universities, a common phenomenon in college or university is that some

students though very excellent in learning all major-related subjects are not interested in
learning English at all, and can’ t get the bachelor degree because they fail to pass B2
while this certificate is absolute for the degree. In kindergarten or primary school, many
students are forced to learn English without really loving it. Does teachers pay close
attention to the importance of student's motivation in language learning?

This assignment focuses on the definition of motivation, important theories, sources,

types of motivation. Moreover, it specifies application of motivation in Teaching

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 Assignment on ELT Nguyen Thi Dung

English as a Foreign Language (TEFL) in kindergarten context so that teachers can

understand deeply about what is motivation and how to apply the theory in real life.

II. MOTIVATION IN LANGUAGE LEARNING

1. Definition of motivation

There are many different definitions for the term motivation. Crookes and Schmidt
(1991) define motivation as the learner’s orientation regarding the goal of learning a
second language. According to Ellliot and Covington (2001), motivation gives the
reasons for people's actions, desires, and needs. Motivation can also be defined as one's
direction to behavior or what causes a person to want to repeat a behavior and vice
versa. Pardee (1990) said that a motive is what encourages the person to act in a certain
way or develop an inclination for particular behavior. According to Gardner (1985),
motivation is the combination of attempt plus desire to obtain the aim of learning the
language plus favorable attitudes toward learning the language. Oxford and Shearin
(1994) defined motivation as a desire to gain an objective, combined with the energy to
work towards that objective. Narayanan (2006) said that motivation is the reason or
reasons behind one's actions or behaviors. Motivation is the reasons underlying
behavior (Guay et al., 2010). Broussard and Garrison (2004) defined motivation as the
attribute that moves us to do or not to do something.

Motivation is also an abstract, hypothetical concept that we use to explain why people
think and behave as they do. Generally speaking, motivation is some kind of internal
drive which pushes someone to do things so as to achieve something. We don't really
know what motivation is or whether it actually exists neither. From a cognitive view of
motivation – as H Douglas Brown points out - it includes factors like the need for
exploration, activities, stimulation, new knowledge, and ego enhancement (Brown,
2000:160 – 166). For instance, a woman who starts going to a gym may hope that she
would have a new body image which will aid her ego enhancement and be stimulated
by the active nature of this new commitment.

Motivation to language learning is a complex set of variables including effort; desire to

achieve goals, and attitudes toward the learning of the language (Gardner, 2001).
Specifically, for language learning motivation can be understood as learners’ orientation
with regard to the goal of learning a second language
As it seems motivation does not have a particular definition. Different people define
motivation from different views and it may be due to the existence of different contexts
of language learning, but the most important thing is that motivation is a key to learning
a language.

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2. Types of motivation
2.1. Intrinsic & Extrinsic motivation

In discussion of motivation an accepted distinction is made between extrinsic and

intrinsic motivation, that is motivation which comes from outside and from inside.

 Intrinsic motivation refers to motivation coming from inside – the learner’s own
purpose. People are intrinsically motivated on tasks because they find them useful,
enjoyable. This kind of motivation is assumed to play an especially important role in
encouraging success by researchers and methodologists. For instance, even where the
original reason for taking up a language course is extrinsic, the chances of success
will be greatly enhanced if the students come to love the learning process.
Motivation is the key to successfully learning English and interest in learning
English is one of the most important factors in how well students learn a foreign
language.
 Extrinsic motivation is caused by a number of outside factors. People who are
extrinsically motivated may not enjoy certain activities. They may only wish to
engage in certain activities because they wish to receive some external reward.
Learners who have extrinsic motivation as believing that they will get desirable
outcomes such as financil reward, teacher praise, or avoidance of punishment.

2.2. Integrative & instrumental motivation

According to Gardner and Lambert (1972), there are two types of motivation: integrative
and instrumental.

 The integrative motivation means learning the language with the intention of
participating in the culture of its people.
 Instrumental motivation suggests and implies that a learner learns the language in
support of a purpose relating to occupation or further useful motive. These two types
of motivation can affect and control the procedure and outcome of learning. Cook
(2000) further believes that the integrative and instrumental motivation suggested by
Gardner and Lambert is useful and effective factor for second language learning.

Students who don’t have instrumental or integrative motivation, in fact, will face with
problems and difficulties to learn and gain knowledge of a second language in the
classroom and generally, learning the language would be difficult for them (Cook,
2000).

3. Sources of motivation

The motivation that brings students to the task of leaning English can be affected by the
attitude of a number of people. It is essential for us to consider what and who these are

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since they form part of the world around student’s feeling and engagement with the
learning process.

3.1. The society we live in

Outside any classroom, there are attitude to language learning and particularly to
English language. How important is the learning of English considered in the society?
For instance, in a school situation, is the language learning part of the curriculum of
high or low status? If school students were offered the choice of two languages to learn,
which one would they choose? Why? Are the cultural images associated with English
positive or negative?
All these views of language learning will affect student’s attitude to the language being
studied. Also, the nature and the strength of this attitude will have a profound effect on
the degree of student’s motivation and whether or not the motivation continues. Even
where adult students have made their own decision to come to an English class, they
will bring with attitudes from society they live in, developed over years, whether these
attitudes are thoroughly positive or somewhat negative.
3.2. Significant others
Apart from the culture of the world around students, their attitudes to language learning
are also greatly affected by the influence of people close to them. First, attitudes of
parents and older siblings will be crucial. For example, do they approve of language
learning or do they think that math and reading are what count, and clearly show that
they are more concerned with those subjects than with student’s success in English?
Besides, the attitudes of student’s peers are also vital. If they are critical of the subject
or activity, student’s motivation may suffer. On the contrary, if they are enthusiastic
learners, they may take the students along with them.
3.3. The teacher
The teacher is clearly a major factor in the continuance of student’s motivation. He/she
plays roles as controller, organizer, assessor, prompter, participant and resource. It is
apparent that the teacher’s attitude to the language and the task of learning will be vital.
Their enthusiasm for English and English learning will be prerequisites for a positive
classroom atmosphere.
3.4. The method
It is vital that both teacher and students have some confidence in the way teaching and
learning take place. When either loses this confidence, motivation can be disastrously
affected. Vice versa, when both of them are comfortable with the method being used,
successful is much more likely.

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4. Initiating and sustaining motivation

Whatever type (strong extrinsic motivation, internal intrinsic drive or weak motivation)
student’s initial motivation (or lack of it) need not stay the same forever. According to
Alan Rogers’s point of view, “…we forget that initial motivation to learn may be weak
and die; alternatively it can be increased and directed into new channel (Roggers,
1996:61).

Though as Dick Allwright argued, we cannot be responsible for all of our students’
motivation (Allwritght, 1977), increasing and directing students’ motivation is still one
of the teacher’s responsibilities. There are three areas where our behavior can directly
influence our students’ continuing participation.

4.1. Goals and goal setting

Motivation is closely bound up with a person’s desire to achieve a goal. There are two
different kinds of goals: Long – term goals and short – term goals.

4.1.1. Long – term goals

 Long – term goals may include the mastery of English, the passing of an exam (at
the end of the year), the possibility of a better job in the future.

 Teachers need recognize that long – term goals are vitally important, however, they
often seem too far away. When English seems to be more difficult than the student
anticipated, the long – term goals can begin to behave like mirages in the dessert,
appearing and disappearing at random.

4.1.2. Short – term goals

 Short – term goals might be the learning of a small amount of new language, the
successful writing of an essay, the ability to partake in a discussion or the passing of
the progress test at the end of the week.

 Short – term goals are by their nature much closer to students’ day – to – day
reality. It is much easier to focus on the end of the week than the end of the year. If
teacher can help students in the achievement of short – term goals, this will
significantly affects their motivation. As a result, “nothing succeeds like success”.

4.2. Learning environment

 Although teacher may not able to choose their actual classrooms, they can still do a
lot about the classrooms’ physical appearance and the emotional atmosphere of
their lessons. These can have a powerful effect on the initial and sustaining

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students’ motivation. Particularly, when students walk into an attractive classroom

at the beginning of a course, it may help to get their motivation for the progress
going. On the contrary, when they come to an attractive place, motivation may not
be initiated in this way.

 Ways to create attractive learning environment:

- We can decorate even the most unattractive classrooms with all kinds of visual
material to make them more agreeable as learning environments.
- We can change the atmosphere through such things as the use of music;
- The immovability of the furniture can be ameliorated by having students stand up
and walk around when this is appropriate.
- Above all, the emotional atmosphere that teachers are able to create and sustain is
much more fundamental. Therefore, they have to be careful about how they respond
to students (especially in the giving of feedback and correction). There is a need for
a supportive, cooperative environment to suit various learners. To sum up, teacher’s
rapport with students is critical to creating the right conditions for motivated
learning.

4.3. Interesting classes

If students are continue to be intrinsically motivated, they clearly need to be interested

in both the subject they are studying and in the activities or topics they are presented
with. Teachers need to provide them with a variety of subjects and exercises to keep
them engaged. The choice of material used in class will be crucial too. However, the
way in which it is used in the lesson is much more important.

III. APPLICATION OF MOTIVATION IN TEACHING ENGLISH AS A

FOREIGN LANGUAGE IN PRE – SCHOOL CONTEXT

According to Marion William and Richard Burden, motivation is a “state of cognitive

arousal” which provokes a “decision to act” as a result of which there is “sustained
intellectual and/or physical effort” so that the person can achieve some “previously set
goal”. Adults may have clearly goals but children’s goals are more amorphous and less
easy to describe. How do teachers create motivation in language learning for children
following theories above?

1. Some strategies which are usually used in pre - school

1.1 Make learning fun

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Fun, fun, fun! This is one factor that really matters to kids. And that goes for kids on the
playground as well as those in the classroom. I’ll never forget what my nephew said
after his first day of kindergarten: “We didn’t learn anything. We just played!”
Some educators believe that kids learn best through play. And what is true of English-
speaking children, in this case, will also be true of your students.
Not every lesson is fun, but teachers can always find a way to put a cool spin on a task.
For example, instead of learning through flashcards, have students do actions or imitate
action of animals, transportation, and so on...
1.2. Use real objects, flash cards, stories and songs in teaching

 Real objects and flash cards are considered as important tools in teaching especially
a foreign language, since they play the role of a facilitator in teaching new
vocabularies such as fruits, vegetables, clothes items, etc…Besides, they are very
helpful in drawing especially beginners’ attention to follow and match new words
to items. In addition, real objects are authentic materials that help the teacher to
overcome classroom artificiality.

Students are learning through real objects Students are learning through flashcard

 Teachers are able to demonstrate techniques of using songs in different ways to

teach grammar, vocabulary, and pronunciation because students like songs and they
motivate the students to learn the language in an interesting way.

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1.3. Play game

Games are a great way to make learning fun. Not only do games play on the
competitive nature of most students, but games also give them a goal to accomplish.
When they win a game, they have really done something, and they can feel good about
their success.
There are so many games that can be used in an ESL classroom. Here are a few games
that require little to no preparation, and are super fun for young students:
Simon Says: The classic Simon Says is great for practicing listening skills. You can use
it to review body parts (“Simon says touch your head“) or prepositions (“Simon says
put your foot on your chair”).
Mother May I: Take your movement games a step further and play Mother May I. Your
students can use all sorts of adjectives to describe the types of steps they would like to
take as they race to the other side of the playing area.
1.4. Include art in your class

Kids love to make colorful and exciting things in the classroom. Pablo Picasso observed
that “every child is an artist.” Take advantage of that inborn quality and use art to teach
your young students the English language. Of course you can talk about obvious things
like colors and shapes when you use art, but creative projects have so much more
potential.

Cultural traditions: Invite your students to make an art project based on different
cultural traditions. Then talk about that culture as well as their own—either as you
make the project or once it is finished. Since kids are more concrete than adults, so
having a piece of art in front of them will help them make connections to culture, which
is a super abstract topic for kids.

Collages: Art projects are also a great way to talk about prepositions of location.
Collages are easy, and you can make one with just about anything. As your students
work, give them instructions on where to place different items using prepositions, or let
them tell you what they are doing and where items in their collage are in relation to
each other. Don’t forget to give each person a chance to talk about their completed
artwork after any art activity.

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1.5. Role play

This is another technique to vary the pace the lesson and to respond to the fundamental
notion of variety in teaching. Teachers are advised to use the role- play activity in order
to motivate their students and to help the less motivated learners take part in the lesson.
As good examples of that we can state: The hide (item) activity, dramatizing an
interview of customer and shop assistant, doctor and patient conversation, and so on.

1.6. Treat students as equals

Instead of wielding your power as an adult and telling a kid they must learn something
because it’s in the curriculum or will result in negative consequences if the don’t,
explain why it’s important to learn and show them how they might be able to do
something new or cool in the future if they are successful.

1.7. Sticker or reward for nice students

Almost every teacher using these strategies to create motivation when teaching English
for students in the kindergarten. There are some advantages and constraints which I
recognize.

2. Advantages and constraints of applying the topic in the context of Vietnamese

school.

Mentioning about advantages:

- Motivation to learn correlates with success at school. That's why many parents and
teachers are concerned with helping students become more motivated in the
classroom. This may mean using recognition and rewards to encourage behaviour
that’s conducive to learning.
- Teachers who make lessons interesting to kids and help learners get excited about
school can foster a lifelong love of learning and encourage students to overcome
obstacles and find success.

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 Assignment on ELT Nguyen Thi Dung

- With intrinsic, motivation to learn comes from within. It could be that learners are
curious, a lesson is fun, the topic is interesting and engaging, or the task provides
them with an opportunity to demonstrate their strengths. When a child possesses this
kind of motivation, he or she is more likely to be motivated when learning occurs
outside of the school environment.
- With extrinsic motivation, when teachers or parents introduce an outside force to
encourage kids to learn. This could be in the form of a reward, such as earning free
time, a sticker, or a piece of candy.

There are also constraints:

- Recent research has suggested that relying too much on extrinsic motivation can
actually discourage kids who were previously intrinsically motivated. For example,
students who played an educational game because they enjoyed it, started to equate
play with the reward they received and were no longer interested in the game when
the prize was taken away.
- Many teachers do not understand deeply about motivation and how to create suitable
motivation for their students or apply the wrong ways in the class.
- Some of them do not prepare carefully before going to class or just use flashcards to
teach students. That is the reason why students get bored with learning English.

IV. CONCLUSION

As indicated in this assignment, motivation is a key factor in learning a foreign

language, which is influenced by different variables. Gender differences are
somehow influential in individuals' motivation. Individuals can also be
simultaneously influenced by different motives. Individuals' motivation can go up
and down depending on the context of language learning. Motivation can be affected
by different factors such as attitudes and goals. Motivation has an influential role in
the development of language skills. Parents and teachers play a vital role in
motivating students to the learning of a second/foreign language.
Thus, teachers should discover, realize, and pay attention to the personality of their
students. Moreover, they should be aware of motivation, its high importance, and its
types. They should also realize and get familiar with the character as well as the
personality of each student. Afterwards, according to that specific personality type,
they should identify and recognize the form of motivation relating to that and
perform it in their teaching process.

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REFERENCES
1. Gardner, R.C (1985). Social Psychology in Second Language Learning. Edward
Arnold Ltd, London, Great Britain.
2. Lightbown, Patsy, M., and Spada, Nina (1993). How Languages Are Learned.
Oxford University Press.
3. Broussard, S. C., & Garrison, M. E. B. (2004). The Relationship between
Classroom Motivation and Academic Achievement in Elementary School-aged
Children. Family and Consumer Sciences Research Journal.
4. Cook, V. (2000). Linguistics and second language acquisition. Beijing: Foreign
Language Teaching and Research Press and Macmillan Publishers Ltd.

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