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Date Posted: 12:19:28 10/09/05 Sun
Author: Luis Antonio Morad Stefani
Subject: Re: Citing Sources(Final Draft) : Motivation, SLA, and the Role of Teachers
In reply to: Luis Antonio Morad Stefani 's message, "Citing Sources : Motivation, SLA, and the Role of Teachers" on 07:44:39 10/06/05 Thu

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, p.121). Pedagogical procedures which aim to foster motivation were recommended by Crooks and Schimidt (1989). According to their work, teachers “should provide reasonable challenge to students, opportunities for group work, plenty of variety in classroom activities, and tasks based on their perception of students’ needs and wants” (Ellis, 1994, p. 516). These recommendations are valuable for several reasons. Firstly, both boredom caused by undemanding tasks, and anxiety caused by daunting ones are avoided. Hence, students work in an optimum level of arousal and complexity; close to Csikszentmihalyi’s concept of flow (Goleman, 1995), performing at their best. Secondly, curiosity, interest, and a sense of belonging are developed. Finally, 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, p. 94). Furthermore, teachers must be aware that developing a good rapport in the classroom ought to be the cornerstone of teaching work. Actually, like Crooks and Schimidt (1989), they should “try to ensure that motivation is engendered as a result of good rapport with the learners” (as cited in Ellis, 1994, p. 516). These procedures empower teachers to actively enhance students’ motivation and therefore their attitude towards learning .

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