Learning a language poses exceptional hardships that are difficult for some students to overcome. One such difficulty is the lack of motivation that can accompany frustration in learning a language. According to language experts at SolidEssay.com, a college paper writing service, English is a particularly difficult language to learn due to various roots it possesses from other languages; thus, grammar, syntax, and pronunciation are not common to most students. Taking into consideration importance of English in a global context, motivating students is a particularly important task that must be completed with aplomb if one is to help students learn. There are two types of motivation that will be explored. The first is positive motivation and the second one is negative motivation. The vehicles of these two types of motivations will differ according to the age structures of the students.
Importance of Motivation in Learning a Foreign Language
When a person, specifically a student, embarks on learning a foreign language they are tasked with acquiring a new set of grammar, pronunciation and diction rules that they have not previously known. Considering the degree of difficulty posed, it is quite reasonable to assume that there is a risk of loss of motivation in learning a new language if a student does not feel adequate progress is being made. In order for the learning process to be facilitated and for the student to feel that actual progress is being made, it is crucial to motivate him or her. There are various types of motivation, both positive and negative, that can affect students’ performance and progress in learning new language. Positive motivation includes a reward structure while negative motivation includes punitive measures, which are covered in a grading structure.
Positive Motivation in the Form of a Reward Structure
Positive motivation for a student to learn English can emulate a structure of differing levels that have accompanying perks. In the same way that a promotion works in the labor world, a student has different privileges granted when performance quotas are met. This structure must adhere to the age of students that are learning English; therefore, in order to proceed with this argument, we are going to assume an average age of students between 14 and 18. Certain privileges for students of that age group, assuming they are learning in a structured environment such as school, may include less homework or more enjoyable language exercises. These rewards can evoke a sense of justification for the hard work a student puts into learning a language and serve as a motivational factor for them.
Negative Motivation in the Form of a Grading Structure
|Examinations and grading are forms of negative motivation.|
Results Sought in Motivating Students
It is important to understand that not all students will excel in learning a new language. However, with appropriate methods and motivation not only on the students’ part but also on the educator’s, the process could be made simpler and much more enjoyable.