VoyForums
[ Show ]
Support VoyForums
[ Shrink ]
VoyForums Announcement: Programming and providing support for this service has been a labor of love since 1997. We are one of the few services online who values our users' privacy, and have never sold your information. We have even fought hard to defend your privacy in legal cases; however, we've done it with almost no financial support -- paying out of pocket to continue providing the service. Due to the issues imposed on us by advertisers, we also stopped hosting most ads on the forums many years ago. We hope you appreciate our efforts.

Show your support by donating any amount. (Note: We are still technically a for-profit company, so your contribution is not tax-deductible.) PayPal Acct: Feedback:

Donate to VoyForums (PayPal):

[ Login ] [ Contact Forum Admin ] [ Main index ] [ Post a new message ] [ Search | Check update time | Archives: 1, 2, 3, [4] ]

[ Next Thread | Previous Thread | Next Message | Previous Message ]

Date Posted: 07:44:39 10/06/05 Thu
Author: Luis Antonio Morad Stefani
Subject: Citing Sources : Motivation, SLA, and the Role of Teachers

There is little teachers might do concerning the reasons learners have for undertaking a language course, or their decision to do so. However, teachers have a significant role regarding the “need to sustain the effort required to complete it”(Williams and Burden, 1997 : 121).Crooks and Schimidt (1989) recommend ways to foster motivation: Firstly, teachers should provide reasonable challenge to students. Consequently, both boredom caused by undemanding tasks, and anxiety caused by daunting ones are avoided. Students work in an optimum level of arousal and complexity; close to Csikszentmihalyi’s concept of “flow” (Goleman,1995), performing at their best. Secondly, students should be provided with opportunities for group work and plenty of variety in classroom activities. Hence, curiosity, interest, and a sense of belonging are developed. Thirdly, tasks should be based on teacher’s perception of students’needs and wants. According to Gardner, “you learn at your best when you have something you care about and you can get pleasure from being engaged in” (Goleman,1995 : 94). Finally, “motivation is engendered as a result of good rapport with the learners” (Ellis,1994 : 516), as was also stressed in Finocchiaro (1981). Actually, developing a good rapport in the classroom should be seen as the cornerstone of teaching work. These procedures empower teachers to actively enhance students’ motivation and attitudes towards the learning process.

[ Next Thread | Previous Thread | Next Message | Previous Message ]

Replies:

[ Contact Forum Admin ]

Forum timezone: GMT-8
VF Version: 3.00b, ConfDB:
Before posting please read our privacy policy.
VoyForums(tm) is a Free Service from Voyager Info-Systems.
Copyright © 1998-2019 Voyager Info-Systems. All Rights Reserved.