Language learners have numerous and varied reasons for acquiring an entire, new system of communication. Motivation is labelled into different types depending on its origin. As argued by Harmer (2007: 20), intrinsic motivation is the one that ‘is generated by what happens inside the classroom’; whilst extrinsic motivation is the one that ‘students bring into the classroom from outside’. A number of factors may represent an external driving force, such as a set goal, society, people around us, or even our background (Harmer, 98-99). Besides, some learners wish to learn a new language for a more practical reason, that is, as a means of obtaining something else; this is known as instrumental motivation. The learner’s purpose will lead him/her to focus especially on a particular part of the language, even though the largest part of the learners will emphasise on developing their communicative skills.
There are a handful of elements worth considering in the process of learning a new language. The learner’s linguistic background, his/her age, the degree of contact with the target language, or the different learning styles will set the pace for acquisition. Nonetheless, none of these factors can stop learning as far as the learner is motivated enough to accomplish his/her purpose. Apart from that, the instructor has to be well predisposed to teach, too. Teachers need to keep up date of the latest methodologies and resources available. It is also crucial to make the most of the colleagues’ experience and advice for improving in our teaching practice. According to Harmer, in order to stay engaged in their job, teachers need ‘to try and ring the changes, to try and find out what’s new, to experiment, to try new things, to take risks in the classroom’. Rigid methods should be kept away from the classroom, for teachers to develop their personal, unique teaching styles.
A stimulating means of strengthening learners’ motivation is by bringing cooperation into the classroom. Johnson (1984: 2) claimed that ‘teachers can structure lessons cooperatively so that students work together to accomplish shared goals’. When working in a collaborative way, learners have multiple motives for exerting themselves. The first reason is to accomplish a personal goal, which will presumably be learning the target language –intrinsic motivation–. The second reason is to fulfil the task he/she has been assigned inside the work group, thus meeting his/her partners’ expectations –extrinsic motivation–. Apart from that, cooperative learning provides countless chances for mutual enrichment, both at an academic level and at a personal one. In this sense, the more heterogeneous a work group is, the more its members can enjoy the learning process. In fact, for Johnson (74), ‘in terms of both motivation and actual achievement, the largest gainers from working in heterogeneous cooperative learning groups are the struggling, low-achieving students; the next largest gainers are the middle-achievers’.
In brief, motivation is essential for progressing in the learning of a foreign language. Not only learners, but also teachers need to be well stimulated for succeeding in their respective tasks. Cooperative learning has proved to be a source of the driving force that leads learners to succeed in their learning process.
In brief, motivation is essential for progressing in the learning of a foreign language. Not only learners, but also teachers need to be well stimulated for succeeding in their respective tasks. Cooperative learning has proved to be a source of the driving force that leads learners to succeed in their learning process.
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