Enhancing English Language Learning: Motivation & Strategies
Enhancing English Language Learning: Motivation & Strategies
Regarding attainment targets, negotiating nuclei or centers of interest with students is beneficial. Concerning socio-cultural aspects, we can transition from proposed topics to developing conceptual knowledge, such as critically analyzing attitudes proposed by legislation. Consequently, content organization should pivot on activities or tasks, allowing students to express preferences for activity types and skills to be developed.
Methodological Guidelines
Regarding methodology, the student-centered approach fundamentally shifts the traditional roles of teachers and students. According to WILLING, there are four student types based on preferred methodologies: Tangible, Analytical, Communicative, and Authority-oriented learners. Furthermore, learning styles can be categorized as Visual, Auditory, and Kinesthetic. This also applies to organizing space, time, materials, and groupings.
Evaluation
Traditional programs typically conducted evaluation at the end, primarily for qualification. However, evaluation should be formative rather than summative, serving as a continuous process that provides valuable information for daily practice. In a student-centered model, students transition from being evaluated to becoming evaluators. To promote student participation in evaluation, methods such as self-evaluation, co-evaluation, and hetero-evaluation can be employed. Effective evaluation instruments include questionnaires, class diaries, and small group discussions.
The Identification of Motivation and Attitude Towards the English Language: Didactic Applications
Motivation is a critical element in learning, closely linked to attitude. GARDNER’s socio-educative model (1979) identifies four factors influencing individual differences in foreign language learning (factors of diversity):
- Intelligence
- Aptitude for language
- Motivation
- Anxiety
Intelligence, as a factor, highlights the importance of problem-solving abilities. Aptitude for languages suggests the presence of structural elements that facilitate language acquisition. Studies on effective language learning reveal that differences between high-performing and low-performing students are functional, reflecting the quantity and quality of learning strategies used. Motivation is considered the most crucial factor in achieving language competence, comprising three key elements:
- Attitude towards learning: Influenced by social context, determining motivation types, levels, and styles.
- The desire to learn another language.
- The effort invested in this endeavor.
Psychologically, two main theories of motivation exist: the need for success theory and the attribution theory. The former posits that the need for success depends on prior learning experiences, while the latter focuses on how individuals attribute causes to success, suggesting variations in their approaches.
Anxiety’s importance lies in its influence on driving or inhibiting factors. An optimum level of anxiety, facilitating anxiety, can enhance learning. According to KRASHEN, emotional factors influence motivation levels, creating emotional filters that interpret messages and potentially block learning.