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Motivation is an integral part of education. When learning is accompanied by motivation, the speed, difficulty, and effort spent on learning can differ dramatically. One thing that is important to consider when thinking of motivation is the source of said motivation. We need to be inspired by the right reasons. Feeling like we need to be in competition with others, wanting to make others feel bad about themselves, or trying to show off our intelligence might help us learn in the short term, but the information can be easily forgotten. Research has shown that when learning is backed by a genuine interest to gain knowledge, it is much more likely that individuals retain that knowledge for a long period of time, even without repetition and reminders.
Adults clearly have a goal in time, dividing various tasks to be accomplished into certain time frames that we can call building blocks that by completing them reach, in certain sub-times, a part to complete the final goal.
Motivation in the adult in achieving their goal is personal while motivation in children must be guided since they still have to create a basic training for themselves.There are many reasons that motivate adults to learn a language. The reasons could be travel, career opportunities, integration into a new culture, personal growth or a genuine interest in languages to name but a few. Their motivation comes from a genuine interest or the need to acquire a skill. I believe that the motivation for adults to learn a new language can be different from individual to individual. In my own personal case. I moved to Germany with no knowledge of the German language. My motivation to learn German was driven by the need to be able to communicate and feel accepted in the culture. My motivation was also driven by the need to advance in my career.
My thoughts on motivation:
Motivation is obviously very important when it comes to achieving goals and learning new things. Otherwise things would not get done.
In my opinion it has a lot to do with the fact if somebody decides by themselves to learn/study a certain thing or if somebody is making them learn/study something.That is why I think there is a big difference between a children’s motivation and an adult’s motivation when it comes to learning in general.
What I mean by that is that adults in my opinion tend to be more motivated to learn or study something because they chose themselves to take a certain course. If adults decide to learn a language, they have a goal and want to achieve that goal. In order to do that they obviously need to stay motivated and learn.
Kids on the other hand they have to learn and get good/positive marks/grades in order to pass all their classes. Sometimes they might not be interested in a certain subject and what happens then is that they might not have enough motivation to learn and try to just ‘wing it’. In school kids and teenagers start thinking about certain subjects as useless and that you never need them in life and that has a lot to do with staying motivated to learn something or not.Money could also play a big part in staying motivated. Most adults have to pay money to start learning a new language and most of the time they pay by themselves if it is not a company paying for them. They are self-directed and relevancy oriented and know they need to study and want to make their money worth.
To sum up, for kids it is definitely important if they are interested in learning a certain subject or not. The fact that somebody makes them study something does not help with staying motivated. (This is not always true-generally kids are hard working and try to get through school with good grades! Go Kids!) Adults on the other hand are internally motivated. They decided for themselves and for different reasons that they want to start learning something so that helps a lot with motivation.
First, it could be argued that motivation is at the heart of the matter in education. As teachers, we mainly have to be “motivators” in the first place. To be motivators, we have to be motivated ourselves for the job. That is to say, either loving the language we teach or enjoying the teaching task itself (the interaction with students, the dynamics we can generate in class, etc.).
Secondly, if teachers can convey their passion for the job through their lessons, the students will be more motivated than otherwise. Even though there are obvious and noticeable differences between adult and young learners, which we have been addressing so far, adults may not always be self-motivated. For example, there are cases in which companies invest in English lessons for their employees, but the employees may see that as drudgery, and they might not even see the point of it because they don’t use English daily in their jobs. Still, they come to class but are not very invested in learning.
Developing further on that, the only available solutions I can think of are related to extrinsic motivators. Even if andragogy emphasizes intrinsic motivation, there are situations where extrinsic motivators should be used by teachers. When I notice some adult learners are not motivated in class, I resort to extrinsic motivators; I talk briefly about the promotion chances they may have or about the certificate they will get at the end of the year if they can attend a fairly good percentage of the lessons. I am currently finding it challenging to motivate certain adult learners, always taking heed of not falling into patronizing attitudes.
All in all, I find the inlingua method places most of the responsibility for the learning process on the shoulders of learners and, therefore, is as beneficial as it is demanding for learners. Some learners will always be more receptive and inclined to learn than others, and there will always be a limit to what a teacher can do. Moreover, the same students might show different levels of motivation throughout the course. Notwithstanding, our task is always to be ready for them when they demonstrate being motivated.
Motivation is like the fuel for a successful language learning, playing a big part in the journey to becoming good at a language. Whether you’re trying to learn a new language or just improve what you already know, it’s helpful to know about the different types of motivation that can make learning more enjoyable.
In language learning, there are two main types of motivation: intrinsic and extrinsic. Intrinsic motivation comes from personal enjoyment, curiosity, or a real interest in the language itself. People who are intrinsically motivated find happiness in the process of learning, making it more likely for them to keep going and do well in becoming fluent.
Extrinsic motivation, on the other hand, comes from external things like rewards, recognition, or wanting to reach specific goals. For example, someone learning a language for work or travel might be extrinsically motivated. While extrinsic motivation can give you a push to start, keeping up with language learning in the long run often needs a mix of both intrinsic and extrinsic motivation for a more satisfying experience.
Figuring out the kind of motivation that drives your language learning is important. It helps you choose the right ways to learn what motivates you.
Also, it’s good to know that motivation can go up and down during your language learning journey. Having times when you’re really into it and times when it feels harder is normal. Finding ways to boost your motivation during those tough times, like connecting with other language learners, joining language exchange programs, or exploring different aspects of the language, can help you keep going.
In conclusion, motivation is like the foundation of success in learning a language. Understanding the difference between intrinsic and extrinsic motivations helps you navigate your language learning journey better. By knowing what really drives you to learn a language and adjusting your strategies, you can make learning enjoyable and sustainable.
Motivation is the core of mastering any new skill. It is best if the motivation is internal. This normally yields the best results. When someone is pressured to do something and lacks the motivation, they will never fully master the task.
I think most adult learners have a need to accomplish something better. It could be to improve their work or be able to communicate with more people. Especially in todays global environment more and more people would like to participate and be connected with a wider variety of people. The drive to be part of a global connection motivates learners. The integrative motivation will motivate the learner to be part of a new group of people. It could be because they moved to a new country or they have to visit a country often for work. It could also be just to know a bit of the language for a holiday. The need to fit in is a great motivator.
When adults learn a language for their work or perhaps a new job opportunity, that should be enough motivation to succeed. This is instrumental motivation. By mastering a new language they could get a promotion or a new job. It opens a lot of new opportunities for the learner.
On a personal matter some people would like to learn a language to keep their brains healthy, especially retired people. This need to be useful and keep a sharp mind motivates them. Some adults could also work towards learning a few languages and ‘tick’ off the languages the know.
All of these reasons (for adult learners) are internal motivators. They are most likely to succeed because they don’t do it for anyone else, but themselves.
Motivation plays a crucial role when learning a foreign language for both adults and children. However, the driving factors are different for both groups.
For adults, there is a highly intrinsic push towards personal goals that keep the person on the learning road. For example career advancement, travel, cultural curiosity, personal development or simply because they would like to engage with media in the target language. Also external factors can influence the decision to learn, such as job requirements or relatives that live in another country, this would generate a desire to connect better with them on the spoken language.
For children the motivation is more influenced by their social environment. Family, peers and teachers may be the root of curiosity for foreign languages. When kids go to multicultural schools and hear other classmates speaking other tongues, it may activate their inner curiosity to explore other ways of communicating. Besides, children usually seek for approval and praise from adults so this interest could be reinforced by the parents encouragement or other authority figures. Additionally, when learning is based on playing activities, children feel very motivated.
While the fundamental mechanisms of motivation may be different between both groups. They can both benefit from a supportive environment that fosters autonomy, competence, and relatedness.
Adult training motivation can be divided into intrinsic and extrinsic motivation. Intrinsic motivation comes from personal interest and a genuine desire to learn, while extrinsic motivation involves external factors such as recognition. In addition, grown-up learners frequently have particular or proficient objectives that drive their inspiration. These objectives can incorporate career progression, individual improvement, procuring modern aptitudes, or traveling over regions of individual intrigued. Additionally, the motive is closely tied to the significance of the learning process, whether within the work environment or individual life. Also, the Self-Determination Theory suggests that people are motivated when they experience autonomy and relatedness. As far as adult education is concerned, recognizing achievements and cultivating relationships with others can increase motivation. On top of this, recognizing the accomplishments of mature learners, offering constructive feedback, and appreciating their efforts contribute to a rewarding learning experience. Therewithal, using technology in adult education can make learning more engaging.
All in all, understanding and directing motivational components are key to planning viable grown-up teaching programs. By recognizing the assorted inspirations of grown-up learners and fitting instructive encounters appropriately, our school can upgrade engagement and advance effective learning results.In general it’s not possible to talk about having a new experience without motivation ,as it is the case with learning a new language. These incentives, indeed, directly affect the learner’s performance. They are therefore, responsible for ensuring quality in any given experience. In this context we can talk about internal incentives related to the learner and others external related to the trainer.
Adult learners’ motivation is driven by a need to express a choice; this age group has a great awareness of what they are doing, and this makes their choices more selective than others. Therefore, they will not devote any energy or time to an experience that will not provide them with something additional or will not achieve their goals. In addition, the need to know is closely linked to motivation; just thinking about the main reason that prompts the learner to study a new language creates within him (her) a great incentive to move forward with this challenge. learners show greater commitment and become more enthusiastic as they progress through their educational Journey because they feel closer to their goals.
At this stage, adult learners are in dire need of feeling valued and respected and understanding their needs and expectations encourage them to present the best version of themselves. In this regard taking their experiences into account is very important. The trainer, for example, can adopt the lesson according to the skills and level of the Learners and always take into account their opinions and experiences and use them correctly in developing the lesson. I noticed personally that adult Learners tend to better express themselves when talking about their experiences .They become consequently, more committed and interested in the topic at hand. Moreover, the teachers teaching style is very important for example if his presentation of the lesson is clear and understandable this will create and enjoyable and encouraging study atmosphere. Brainstorming , local examples, visuals and realia, reinforcement .. are useful techniques that draw the attention of the learners who want (using all their senses) to live this experience to the fullest.
The instruction in an adult class is different; often fun and productive; each person could benefit ,to some extent, from other’s experience, and this diversity increases the enrichment of the class . the learner is not actually in a race with others but in a competition with himself to advance to the next level of mastery. last but not least, the learner is responsible for his learning and for the development of his level .He is as well able to evaluate himself and the skills he has acquired.Motivation is key in language learning. Intrinsic motivation, driven by personal interest, and extrinsic motivation, such as career goals, fuel progress. Clear goals provide direction. Positive feedback and perceived competence strengthen confidence.
Relevance to real-life situations and personal interests adds meaning, enhancing motivation. Social support from peers and native speakers creates a supportive environment. Persistence and resilience are crucial for overcoming setbacks.Motivation serves as the driving force behind adult education endeavours. In practice people usually have a variety of reasons, both intrinsic and extrinsic, for why they want to learn, and different aspects motivate them at different times. In sum, there may be a number of reasons and variables which can stimulate motivation in a learner.
If young students find motivation in external factors like grades or parental pressure, adult learners typically possess intrinsic motivations rooted in personal growth, career advancement, or intellectual curiosity.
Some learners are “intrinsically” motivated. These learners might want to learn a language to a higher level so that they can understand a particular culture for personal reasons. Or they might want to teach their children a second language because they want them to have the cognitive and social advantages of being bilingual. “Extrinsic” motivation, in turn, stems from outside sources, such as a learner needing to pass a test in order to satisfy a language or job requirement.
Essentially, learners are motivated to learn when they perceive their goals as meaningful, achievable, and relevant to their interests and aspirations. Personal ambition, result oriented expectancy, clarity and self- focus, habitual personal effort, an upbeat attitude, and an encouraging learning environment are all necessary ingredients to increase a learner’s motivation. Furthermore, consistent feedback and positive encouragement are also required on behalf of the trainer as a measure of maintaining or raising motivation in a learner.
The motivation to learn a language depends on the learner’s needs, interests and experience. Indeed, learning a language is a choice for adults, whether it is necessary for a professional opportunity or for a personal challenge. It is therefore important for the teacher to quickly identify the learner’s needs in order to make the course interesting and useful. Communication is often central for adults, as the main objective is to be able to interact with the other person. Mastery and precision in learning the target language are therefore essential.
The motivation to learn a language depends on the learner’s needs, interests and experience. Indeed, learning a language is a choice for adults, whether it is necessary for a professional opportunity or for a personal challenge. It is therefore important for the teacher to quickly identify the learner’s needs in order to make the course interesting and useful. Communication is often central for adults, as the main objective is to be able to interact with the other person. Mastery and precision in learning the target language are therefore essential.This motivation in adults stems directly from their interest in learning a language. It is therefore important for the teacher to maintain this interest by making the lessons fun and interactive so that the learner does not feel bored or disinterested. You must constantly maintain your motivation to learn the target language while making it progress. He must be able to achieve his personal goals and make progress as the lessons progress.
Motivation
Motivation is the process that initiates, guides, and maintains goal-oriented behaviors. Students who decide to learn a language do so for many different reasons, which can be scholastic or personal. When talking about motivation, it should be kept in mind that usually those who are most motivated to learn and keep the desire to learn high and constant are the students who voluntarily decide to learn without being forced by situations or people. During my experience working as a teacher, I have noticed that students who learn voluntarily are motivated by various factors, for example, the cultural, historical, culinary, and artistic aspects of a country, but not just this. Another example of motivation is for those who decide to move to or study in another country. For many, this represents a very strong motivation factor for language learning, as they would like to feel able to interact and be in contact with people from the country without feeling uncomfortable. Family and origins are another very recurring aspect of why so many people decide to learn a specific language. School could be another motivating factor, even if students are forced to learn. In fact, there are several students who aim to get high marks during the various language exams, and that’s good to keep them motivated. In addition to the students, however, the teacher must also be able to keep their motivation high. In fact, it often happens that, although students are highly motivated, as they begin to study, they lose much of their enthusiasm, precisely because of the teaching method or the teacher’s attitude. A fundamental thing is to keep students always involved in the lesson, ensuring that their participation is very important in all the steps, starting, for example, from learning new vocabulary up to the grammatical one, where they usually think they have to mostly just listen rather than actively participate. This is possible thanks to all the techniques we have seen so far, for example: brainstorming, role play, pair and group work, etc. Another aspect that strongly motivates students is to work on language projects together; this will further develop the interaction between them even outside of class. All of this must obviously be connected to the objectives of each student in order to lead them to achieve their goals. In addition to this, another huge and very important factor that keeps students’ motivation high is the teacher’s attitude. A teacher who is friendly, kind, sociable, and smiling, but above all, understanding and patient in the face of mistakes, will help students feel relaxed and more at ease during the lesson. The teacher must also praise the students to make them feel appreciated during the various phases of the lesson; in fact, many students, especially the shy ones, will feel more motivated to try. Furthermore, when possible, the teacher must try to be present even outside the school context ( e.g. e-mails ) when students ask for further explanations regarding a topic. All this will make them feel motivated to do their best.
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