Motivation-Based Teaching Practices

Abstract

1. IntroductionAs learners approach the task of foreign language learning, they usually face difficulties which make the learning process tedious to embark upon and to sustain. A question which may, thus, be worth asking is: how can EFL learners continue their struggle toward the path of success? For a long period, foreign language teaching had been principally focusing on linguistic forms and functions. This language-centered methodology, which consisted of a number of methods and techniques, assumed that merely having learners practise some language structures and functions will ultimately lead to mastery of the target language (Kumaravadivelo 2006). To this end, drills and role plays were some of the classroom activities used. However, researchers have come to realize that such a teaching methodology failed to produce effective learning. Alternatively, they have turned their attention towards studying individual learners. The result of this new focus of attention is the realization that there are some individual learner differences, like motivation, which affect the learning process (Littlewood 1998). Therefore, the present article assumes that one answer to the previously asked question in this introduction is that learners need to be motivated. Other equally important questions that will be explored are: What is motivation? How can influence EFL learning? How can teachers develop and maintain learners' motivation?2. Understanding motivationOne of the approaches to understanding EFL is the process model. views as being dynamic, changing overtime. In this regards, Dornyei argued that motivation cannot be viewed as a stable attribute of learning that remains constant for several months or years. Instead, what most teachers find is that their students' fluctuates, going through certain ebbs and flows (2001, p.19). Looking at it from this perspective, is not static but continuously changing as a result of a number of factors such as: the type of activity, teacher's behaviours. This process-oriented approach focuses on three stages: preactional stage, actional stage, postactional stage. They are respectively called: choice motivation, executive motivation, motivational retrospection. Each phase includes motivational functions and motivational influences. During choice motivation, three functions are to be realised: setting goals, forming intentions, and launching actions. Some of the influences are likely to be goal relevance, attitudes, expectancy of success. The initially generated needs to be sustained, which is the function of the second stage. Executive entails functions like carrying out subtasks, ongoing appraisal, and self-regulation. The main influences include: quality of the learning experience, social influences (parents, teachers, peers), knowledge of self-regulatory strategies. After particular actions have been completed, critical reflection and evaluation is needed. This is the third phase in which some influences may be: self-confidence, external feedback, and achievement grades.3. Motivation and EFL learningResearchers have frequently underlined the importance of in EFL learning. This variable has been linked to effective language learners. Ushioda believed that: It almost goes without saying that good language learners are motivated (2008, p.19). Without motivation, students may not be able to pursuit their long term goals. As far as Dornyei (2008) is concerned, high can make up for considerable deficiencies in language aptitude. Finally, it is argued that the long- term, sustained learning cannot take place unless the instructor provides- in addition to appropriate instructional practices, sufficient inspiration and enjoyment to build continuing in learners (Dornyei, 2007). For these reasons, it is necessary to motivate EFL learners. This will be discussed in the following section. …