Abstract
AbstractIt has been argued that learning a second language requires more self-motivation than other courses (Horwitz, 1995). This article reviews literature on motivation in foreign language classrooms and discusses reasons for the lack of motivation among students in second language classes. Particular attention will be given to addressing reasons why students in Latin classrooms may have less motivation than in other classes. Specifically, intrinsic and extrinsic motivation will be discussed in terms of a Latin classroom. Additionally, this article will discuss what steps can be taken by the teacher to increase motivation and engagement through gameplay, creating a safe space to make mistakes, and turning extrinsic motivation into intrinsic motivation.
Highlights
After 11 years of teaching Latin, I have seen patterns in the success and failure of my students, and the greatest factor determining whether students pass or fail is their motivation to learn the language
I know that motivating students is a struggle for all teachers, but I feel that Latin teachers have largely been left out of the research, and the studies on motivating students in the Latin classroom are few
It is just as important for Latin teachers to get involved in the conversation about what we can do to motivate our students
Summary
After 11 years of teaching Latin, I have seen patterns in the success and failure of my students, and the greatest factor determining whether students pass or fail is their motivation to learn the language. Pavlou (2020) found in her case study that gamifying her lesson on Greek lyric poetry inspired some intrinsic motivation in the beginning in the form of curiosity, challenge, and autonomy, but that extrinsic motivation existed since the activity would be graded She concluded that extrinsic motivators could motivate some students to try something new, and that extrinsic motivators, depending on the way they are presented, can increase intrinsic motivation. Rueckert et al (2020) contend in their study that gamification of instructional material gives students autonomy and a sense of control over what they are learning, which has been shown to positively impact students’ intrinsic motivation. Another positive feature of gamification increasing motivation is the alleviation of stress and anxiety around failure. The link between process-based feedback and gamified lessons is clear in the way it can motivate students to improve their process and get better, rather than focusing on performance and failure
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