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Teach English in Caomiaozi Zhen - Weihai Shi

Do you want to be TEFL or TESOL-certified and teach in Caomiaozi Zhen? Are you interested in teaching English in Weihai 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.

Lots of research have been carried out to show the relationship between learner's attitudes toward the second or foreign language and success in the second language learning. It is hard to determine whether positive attitudes cause successful learning or vice versa. Even though there isn't any clear evidence that positive attitude produce success in learning, there is absolutely evidence that positive attitudes are related to a willingness to keep learning. This determination on learning may produce success in learning for some students while it may not for others. Motivation can come to exist because of the reasons; one is communicative needs of learners and the other is their attitude towards both the second language community and the language itself. Robert Gardner and Wallace Lambert (1972) came up with terms instrumental motivation (language learning for practical use goals) and integrative motivation (language learning for professional career and cultural exchange by contacting with speakers of the other language). Their impact on successful language learning have been changed over years. Thus, they are equally important and have great impact on language learning. While talking about motivation we should put emphasis on the model of Zoltan Dörnyei (2001a) which is called process-oriented model of motivation. This model consists of 3 steps. First step is choice motivation where learner gets started and sets goals for learning a language. Second step is executive motivation that learner is supposed to carry out necessary tasks to maintain motivation. The third step is motivation retrospection which means evaluation of performance of a learner. For example, a second language learner in Turkey wants to visit Italy for long term. Because of that reason, he starts an Italian course (choice motivation). After a few months of the course he fails an exam of that language and stop taking the course (executive motivation). Later a friend of him tells him that there is speaking course of Italian and very effective for learners who wants to learn Italian. Then he decides to register that course (activation of choice motivation again). In just a few weeks he develops basic skills and feeling of success (motivation retrospection). As his satisfaction level becomes positive he decides to go on in a more advanced Italian course when he comes back from his trip to Italy. As we mentioned above there are different kinds of motivation. There are lots of factors which play important role in learners’ motivation level in the classroom. Firstly, teacher discourse such as arousing curiosity or attention, creating communicative purpose, etc. As well as teacher discourse participation structure such as pair or group work and activity design such as individual competition, tangible task product are other vital factors that can affect the learners’ motivation. The last factor is encouraging positive retrospective self-evaluation and activity design such as effective praise, elicitation of self or peer correction session, class applause, etc. Consequently, there are different kinds of motivation and factors which have great impact on the learners’ motivation. Teachers should observe learners during the lesson and measure the motivational levels of the learners by observing their level of engagement in the lesson. Learners who eagerly participate in activities should be observed carefully. Teachers should bear in mind that there are strong correlations between the teachers’ motivational practices and the learners’ engagement during the lesson.


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