Teach English in Lanli Zhen - Huaihua Shi

Do you want to be TEFL or TESOL-certified and teach in Lanli Zhen? Are you interested in teaching English in Huaihua Shi? Check out ITTT’s online and in-class courses, Become certified to Teach English as a Foreign Language and start teaching English ONLINE or abroad! ITTT offers a wide variety of Online TEFL Courses and a great number of opportunities for English Teachers and for Teachers of English as a Second Language.

Brown (2001, p. 72) claims that “One of more complicated problems of second language learning and teaching has been to define and apply the construct of motivation in the classroom”. Motivation is significant determinant of success in learning a second or foreign language. “It can be defined as driving force that pushes someone to do something” (Astuti, 2013, p. 14). Without motivation, it seems to be impossible to achieve success in foreign language learning. “Motivation could be considered as the emotion that a person could have towards learning a foreign language, and it is determined by his/her predisposition and personality characteristics.” (Karahan, 2007, p. 2). Therefore motivation is very important in teaching foreign language especially English language. The teacher plays an important role in motivating student especially in the foreign language classroom (Astuti, 2013, p. 14). We may have heard utterance “ my students are unmotivated!”. Motivation is what makes the distinction between learning that is everlasting and learning that is momentary (Oldfather, 1993). Students who are highly motivated learns effectively and at a deeper level than those who are not motivated. So, how do we motivate students in the EFL classroom?. In this paper I will briefly examine a variety of techniques which teachers can employ in order to motivate students. The following are some of the strategies that teachers can apply in the EFL classroom to motivate students for them to develop a positive learning attitudes; Be enthusiastic about your subject. Teachers should create a good relationship with students by showing passion and cheerfulness to teaching, make positive personal relationship with students by greeting students, remembering their names and smiling at them during teaching process. Also, create a pleasant and supportive classroom atmosphere by bringing humors that relates to the material to make students feel comfortable and happy, and serious but relax. Make students’ active participants in learning. Teachers should create enjoyable learning by stimulating students to actively involve and select activities which requires mental or bodily involvement from each participants. Students learn by doing, making, writing, designing, creating, and solving. As Confucious said, “Tell me and I’ll forget; show me and I may remember; but directly involve me, and I’ll make it my own”. Teachers should protect the learner self-esteem and improve their confidence by giving a persuasive expression of belief that students can have a good capability. Self-esteem grows from the beliefs of others. When teachers believe in students, students believe in themselves. When those you respect think you can, you think you can. Give students positive feedback. Teachers should react to any positive contributions from students by taking time to give the thumbs up. Taking time to appreciate every student’s contribution in teaching and learning process is useful to make students feel motivated. Teachers can use simple celebration way such as give thumbs up and applause to appreciate every student’s contribution. “A good rule of thumb is regardless of how small it, every success must be celebrated” (Scheidecker and Freeman, 1999, p. 106). Negative feedback can lead to a negative class atmosphere as a result of that teachers should cushion negative comments with a compliment about the aspects of the task in which the student succeeded. Make teaching material relevant to the learner. Teacher’s should make the teaching material relevant for the learners by relating the subject matter to the everyday experiences and backgrounds of students. Students should be given explanations and examples based on their “real life”. Teachers should present the material in a language style that will be understood by students by considering the words selection and lesson and using some media like pictures and images to make students more interested in following the learning process in the classroom. Teachers should relate the material to the real daily life. It is important to help students get the main point and benefits of the material learned. Teacher must know that one of the most demotivated factors for learners is when they have to learn something that they cannot see the point of because it has no seeming relevance whatsoever to their lives (McCombs and Whisler, 1997). Therefore, relating the material to the real daily life is one ways to motivate students in learning process. Many teachers believe that sticking to the language materials and trying to discipline their refractory students, they will manage to create a classroom conducive to learning. Nevertheless, these teachers seem to lose sight of the fact, unless they accept their students’ personalities and work on those minute details that constitute their social and psychological make-up, they will fail to motivate them. Learning a foreign language is different to learning other subjects. Therefore, language teaching should take account of a variety of factors that are likely to promote, or even militate against, success. Language is part of one’s identity and is used to convey this identity to others. As a result, foreign language learning has a significant impact on the social being of the learner, since it involves the adoption of new social and cultural behaviors and ways of thinking. References. Astuti, S. P. (2013). Teacher’s and student’s perception of motivational teaching strategies. TEFLIN Journal, 24 (2), 14- 31. Retrieved from http://www.journal.teflin.org (January 9th, 2015, 7:43 a.m.). Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. New York: Addison Wesley Longman, Inc. Karahan, F. (2007). Language attitude of Turkish students towards the English language and its use in Turkish context. Retrieved from http://jas.cankaya.edu.tr/jas7/07- FIRDEFSKARAHAN.pdf. (at January 29th, 2015, 10:23 a.m.) McCombs, B. L. & Whisler, J. S. (1997). The learner-centered classroom and school: Strategies for increasing students motivation and achievement. San Fransisco, CA: Jossey-Bass. Oldfather, P. (1993). What students say about motivating experiences in a whole language classroom. The Reading Teacher, 46, 672-681. Scheidecker, D. & Freeman, W. (1999). Bringing out the best in students: How legendary teachers motivate kids. Thousand Oaks, CA: Corwin Press.