Post by abby on Nov 5, 2016 20:19:45 GMT 8
Motivation issues is what every human being faces every day regardless age, sex, social and marital statues. Without a doubt, it is what rules this world and makes it go round, develop and prosper.
Speaking about motivation, you cannot narrow it only to education, work or personal life. Frankly speaking, I reckon that its a character feature we develop throughout our whole life. That is why, being laoshu, which in Chinese translation has more authoritative meaning "mentor", implies that you do not only teach a subject but also enhance developing positive traits, one of them is motivation.
Personally, I am second language learner, and I have never thought why I began to learn English. Exactly the same idea has been discovered by Tan Bee Tin. As Sybille Heinzmann (2013) claimed, student is aware of the discourse of globalization and the need to acquire English as an L2, so was I, but at certain period it was my parents and school curriculum which tricked me into it. Then, it was positive learning experience followed by positive teacher treatment and classroom activities, and only after that, it was self-motivation. I engaged into learning the language, however, without purpose. Only after school graduation, it became vivid what I want to do with my knowledge of L2 and where I can imply it. Th skills of organizing my language learning has given me a chance to organize my time and become persistent.
Analyzing the article on motivation, I must admit all theories have its chance for existence and I could find the answer to the question "what motivates YL to learn English and why some are more successful than others" in every theory.
The excerpt has a very vivid look on how society has developed. The theory by Robert and Lamber had its value due to some period, and I cannot totally criticize it, since social factor is important. For example, everyone knows that there are many people living in USA, who emigrated from Soviet Union countries and after 10-15 years they know almost nothing in English, but their children were motivated by the need to make peers at school, so they succeeded in learning the language. Therefore, social factor may play significant role in motivation as long as there is a need to use it.
When the age of the L2 learner is not old enough to establish the need of learning the language here comes the model proposed by (Dornyel,2013) where the initial motivation doesn’t always come from possessing a future guide or possible ideal L2 self, but initial motivation stems from positive experiences by the learner in the classroom.
I cannot but say about ought-to self theory that may negatively influence the young learner attitude towards L2. There is certain age gap where everything parents say or ask is a must and is non- negotiable. However, as soon as a young learner becomes a social individual (school attendance) with its own likes and dislikes and preferences, parents cannot force kids through tears to do certain tasks, otherwise, the desire will be killed and it is what we regard as lack of motivation.
Coming to foregone conclusion, the positive environment of L2 acquisition is a key to successful implementation of L2 in daily life and self-expression that is why mentors play a crucial part into "creating" motivation.
Speaking about motivation, you cannot narrow it only to education, work or personal life. Frankly speaking, I reckon that its a character feature we develop throughout our whole life. That is why, being laoshu, which in Chinese translation has more authoritative meaning "mentor", implies that you do not only teach a subject but also enhance developing positive traits, one of them is motivation.
Personally, I am second language learner, and I have never thought why I began to learn English. Exactly the same idea has been discovered by Tan Bee Tin. As Sybille Heinzmann (2013) claimed, student is aware of the discourse of globalization and the need to acquire English as an L2, so was I, but at certain period it was my parents and school curriculum which tricked me into it. Then, it was positive learning experience followed by positive teacher treatment and classroom activities, and only after that, it was self-motivation. I engaged into learning the language, however, without purpose. Only after school graduation, it became vivid what I want to do with my knowledge of L2 and where I can imply it. Th skills of organizing my language learning has given me a chance to organize my time and become persistent.
Analyzing the article on motivation, I must admit all theories have its chance for existence and I could find the answer to the question "what motivates YL to learn English and why some are more successful than others" in every theory.
The excerpt has a very vivid look on how society has developed. The theory by Robert and Lamber had its value due to some period, and I cannot totally criticize it, since social factor is important. For example, everyone knows that there are many people living in USA, who emigrated from Soviet Union countries and after 10-15 years they know almost nothing in English, but their children were motivated by the need to make peers at school, so they succeeded in learning the language. Therefore, social factor may play significant role in motivation as long as there is a need to use it.
When the age of the L2 learner is not old enough to establish the need of learning the language here comes the model proposed by (Dornyel,2013) where the initial motivation doesn’t always come from possessing a future guide or possible ideal L2 self, but initial motivation stems from positive experiences by the learner in the classroom.
I cannot but say about ought-to self theory that may negatively influence the young learner attitude towards L2. There is certain age gap where everything parents say or ask is a must and is non- negotiable. However, as soon as a young learner becomes a social individual (school attendance) with its own likes and dislikes and preferences, parents cannot force kids through tears to do certain tasks, otherwise, the desire will be killed and it is what we regard as lack of motivation.
Coming to foregone conclusion, the positive environment of L2 acquisition is a key to successful implementation of L2 in daily life and self-expression that is why mentors play a crucial part into "creating" motivation.