Specific steps to lift the motivation level in countries where English is a compulsory subject

What specific steps could be taken to lift the motivation level in countries where English is a compulsory subject in schools and motivation to learn it is low? Explain how the steps you suggest will increase motivation?

Introduction :

There are around 6,500 languages spoken in the world today. At the present time, English is spoken by perhaps 350 to 400m people who have it as their mother tongue (McArthur, 1998). Though Chinese (Mandarin) is most widely spoken language but no doubt English is considered as the most successful language that is being used around the globe almost in every trade, most Governments and in international media. It is the only language that is the common communicating link among the international trade. Almost in every educational institution special attention is given in learning and teaching English. All major subjects being taught in educational institutions around the world have one common language, English.

Considering the importance of English in everyday life, the educationists are more concerned to promote English learning among the students possessing different mother tongue. How the students should be motivated to acknowledge English as the international language and enhance their learning desire. Besides effective teaching, motivation is also one of the major skills a teacher should possess. Multiple techniques and strategies are practiced by the teachers just to motivate the students for learning English. In this essay we will discuss different strategies to uplift the desire of English learning among the students.

Motivation:

As we move on we should know what ‘motivation’ is. Tileston (2010) states that motivation relates to the drive to do something. It is the feeling of inspiration one may possess to achieve or learn something. Motivation holds its own significance in the language learning process. The result oriented learning is always accomplished beginning with the element of motivation. Unless there is a sincere desire to learn, a student may not justify with the learning process. Pressley (2003) argues that in each of the most engaging classrooms that we encountered, the teacher used numerous motivating tactics with students. The teacher’s skills are held accountable for developing motivation among the students. They utilize their skills and experience, practicing different tactics to motivate the students for learning.

In simple words, we can relate ‘motivation’ as a desire which generates within a student to learn more. It is the teacher’s responsibility to generate this interest of learning more, among the students. Motivation is a process that leads to result oriented learning.

Now, motivation can be categorized in two types, Intrinsic and Extrinsic. The Intrinsic motivation emerges from inside or we can refer it as natural desire. Intrinsic motivation emerges from a desire to engage in an activity because you value it for the inherent satisfaction it provides (Newman, 2008). Intrinsic motivation reflects the desire of the student of keen learning, personal interest, and enjoyment or to get command over the subject.  

Whereas, extrinsic motivation comes from outside or we can say it is the demand of surrounding that compels the individual to achieve or learn something particular. As stated by Smilde (2009) that extrinsic motivation is concerned with achievement of goals and comes from ‘outside’; it can emerge from the wish to please parents or the teacher, or to win a competition.

Motivation for English learning is one of the most important factors, as most of the students are not pretty sure that either they will be benefitted with English in their practical or it’s just the need to score passing marks.  But in actual getting acquaintance with the English language will ease their learning process of other subjects as well. A student who learns the language to improve his English skills to perform better in academic sessions and social life possess a high motivation in learning English.

Effective Learning:

A student enters his classroom to gain knowledge; the language used to transfer knowledge should be understandable by the learners. In general, comprehensible input in the classroom refers to the ways in which teachers present information so that it is understandable for students, especially English language learners (Bowers & Keisler, 2011).

English is the most common language that is being used in almost all academic institutions. A learner should be well versed with the language or in other case he should initially enhance the level of his English skills. A student might not consider the importance of English; it is the teacher who emphasizes the importance and motivates the student by using different strategies. Teachers must always be ready to adjust and modify instruction to motivate children to continue to participate in the lesson (Nath & Cohen, 2011).

Strategies that a teacher can opt to motivate the students could be;

Meaningful Learning;

The main consideration in transferring knowledge is that it should be clearly understood by the learner. As a mode of transferring the knowledge and getting the students involved in the related subject, they are awarded with different tasks. The tasks awarded, should be justifiable with the student’s level of understanding. The task should be so precise and understandable that the students can start immediately (Seidel & Kobarg, 2005).

A student might be hesitant in completing the task if he fails to clearly understand it. In the process of motivating students for English learning, the task awarded to the students should be according to their existing level of English while keeping in mind their mother tongue. It is the strategy that makes learning more effective while developing interest among the students.

Strategic Investment:

Different students in the classroom possess different level of learning, more often it is noticed that some students face difficulties in coping up with tutor’s lectures or the teaching style. It is the ability of the tutor that visualizes the learning level or learning style of the student. In particular with English learning students they will be more comfortable if they learn in their own way. To help learners become more effective and efficient, teachers need to actively help students help themselves learn how to learn (Swarbrick, 2002). Some students are slow learners while some are pretty active and grasp quickly what is being taught. Maintaining a balance in learning among the class students, the tutor helps the slow learners in identifying their own learning style and planning a strategy which can ease their learning process.  

Building Relationship:

The students with low level of English might not grasp completely, that is being taught in the class. As a strategy to motivate English learning students a teacher has to develop a communicative bridge with the students. It enables the teacher practitioners to become aware of the standards, knowledge and expectations of the students (Jarvis & Gibson, 1997). Discussing students problems, sharing their ideas and providing support in completing their tasks, will aid in enhancing their interest in the subject.

Communicative Performance:

Learning English language only within the boundaries of classroom will not produce the desired results. Moreover the learner may not develop the confidence and fluency in utilizing the language in his social life. By planning activities or arranging events outside the classroom where the learners gets the opportunity to perform or discuss their matters in English language, will not only encourage their English speaking power but will also enhance their fluency level. Roughly speaking the more English the students actually engage with during the activity, the more they are likely to learn (Ur, 2012).

English is a practical language; one can improve his skills in English language more quickly and effectively if the same is used in social life. This helps them to focus on high-priority language and to see the grammatical regularities (Swan & Walter, 1992). Activities like, group discussions with English speaking students, debate competition or drama act, will be an effective strategy for improving the accent, confidence and fluency level.  

Authenticity:

A teacher always takes the support of different tasks awarded to students allowing them to get a clear concept of the subject. Whereas in learning English language, students are motivated to acknowledge the importance of it in the practical life. Reading and writing tasks do aid in learning English learning but as the same will be used in all aspects of life the tasks should be associated with some social life events. This will enable the student to feel the importance of the English language and will also be able to determine the loopholes in his language competency. Real life tasks, particularly those involving connections to student’s personal experiences, are likely to be more motivating than tasks that are unconnected to the student’s reality (Killen, 2005).

Learning Platform:

By involving the students in extra activities outside the classroom will increase their enthusiasm and will support in developing confidence. The teacher generates opportunities for the students where they can portray their language skills. it can be done by designing different tasks and activities in which English learning students participates utilizing their English language skills. such activities will generate a desire among the students to further enhance their English language skills and will also prepare them  for the world outside academic institutions.

Conclusion:

Most of the students emerging from different cultures with non-English mother tongue, consider English as an optional. It is essential that they should accept the importance of English and should be motivated to get themselves well equipped with English language. Different techniques and strategies are used by the educationists to develop interest and confidence among the students for English language.     

Reference:

McArthur, T. (1998) The English Languages. UK: Cambridge University.

Tileston, W. D. (2010) What Every Teacher Should Know About Student Motivation. USA: Sage.

Pressley, M. (2003) Motivating Primary-grade Students. New York: Guilford Press.

Newman, M. (2008) Emotional Capitalists: The New Leaders. UK: The Atrium

Smilde, R. (2009) Musicians as Lifelong Learners: Discovery Through Biography, Volume 1. Netherlands: Eburon Academy.

Keisler, L. and Bowers, E. (2011) Building Academic Language through Content-Area Text. CA: Shell Educational Publishing.

Nath, L. J. and Cohen, D. M. (2011) Becoming an EC-6 Teacher in Texas. USA: Cangage.

Seidel, T. and Kobarg, M. P. M. (2005) How to Run a Video Study: Technical Report of the IPN Video Study. Germany: Waxmann.

Swarbrick, A. (2002) Aspects of Teaching Secondary Modern Foreign Languages. USA: Routledge.

Ur, P. (2012) A Course in English Language Teaching. UK: Cambridge University Press.

Jarvis, P. and Gibson, S. (1997) The Teacher Practitioner and Mentor in Nursing, Midwifery, Health Visiting and the Social Service.  UK: Neison Thornes.

Swan, M. and Walter, C. (1992) The New Cambridge English Course 3 Teacher’s Book, Book 3. UK: Cambridge University Press.

Killen, R. (2005) Programming and Assessment for Quality Teaching and Learning. AU: Social Science Press.