MOTIVATION

MOTIVATION AND SELF MOTIVATION

It has been observed that regardless the method we use as teachers or the effort students make on their own, there are differences in success on the second language acquisition. By discovering what is the key to success in some learners we could have a considerable advance in the knowledge we have about issues of second language mastery. The question relies on what is the relationship between personality variables and learning success?

It has been accounted that extroversion and neuroticism have a negative effect with learning achievement. In the former, it is explained that introverted students have a better ability to consolidate learning, they can concentrate easier and they have better study habits. I agree with this point of view, I consider myself more introverted and I could say I have good study habits; I was always one of the best at school. On the other hand, I have observed that extroverted students take more risks for example when it comes to speak in a foreign language they are more willing to try being this an advantage for learning. About extroversion and introversion, Skenhan (1989) explains that both can benefit from their personality, it all depends of the tasks they need to do. When it comes to talk in order to practice and to try out new language extroverts have a benefit as they are always ready and are not inhibited at all. On the other hand, introverts might have an advantage for other kind of tasks for example when they need to study and analyze language, they are more conscious when writing and do it more carefully and organized.

It is important to mention that this personality traits influence academic learning in a small percent influencing other factors such as motivation, attitude, anxiety and perceived competence. MacIntyre, Clément, Dörnyei, and Noels (1998) proposed a personality component in L2 ‘’Willingness to Communicate’’ (WTC).

On a survey directed by Lalonde, Lee and Gardner (1987) more than 83% of the teachers rated the good learner to have prominent personality features, they found eleven traits specially related: meticulous, persevering, sociable, independent, inquisitive, involved, organized, active, flexible, assertive and imaginative. Swain and Burnaby’s (1976) found that parents considered certain personality traits important qualities for success: happy, cheerful, talkative, and having a tendency toward perfectionism being this significant to L2 performance.

Ability and motivation are two ID variables that had been related with most of the variance among students in academic performance. Motivation is effort, desire and attitude toward learning (Dörnyei, 1994b). In my own opinion, we are really wasting time in the classroom if students are not motivated. Should be motivation one of our goals when teaching? I say yes, if we only devote time to teach we are missing a great part of our obligations as teachers. We can start by

· Setting goals so students know what we expect from them

· Creating an appropriate classroom atmosphere so students feel comfortable

· Increasing student’s self-esteem by praising their effort and any achievement they have.

· Letting them know what are their strengths and how they can overcome their weaknesses

· Increase our own motivation as teachers and show a good attitude in the classroom

· Providing motivational feedback

· Creating a good rapport with students being always fare and avoid any kind of preferences

· Planning excellent classes with material and according to their level and style

· Providing interesting and motivating tasks

Learning a second language is strongly related with many aspects of personality and its variables. Many of these variables have not been totally understood yet. We can work with what we already know and continue observing in our daily practice to contribute with some insights that might be useful for further research. One of the personality variables we must work on is learners’ motivation as this influences directly learning success. We could try many practices in order to approach student’s motivation and target their success in L2.

REFERENCES:

· Zoltn Drnyei, The Psychology of the Language Learner - Individual Differences in Second Language Acquisition, 2005, pp 10-29, 65-118.

· Judie Haynes. Getting Started with English Language Learners. Chapter 1. Key Concepts of Second-Language Acquisition. Retrieved at: http://www.ascd.org/publications/books/106048/chapters/Key_Concepts_of_Second-Language_Acquisition.aspx

· Comparing and Contrasting First and Second language Acquisition. Retrieved at: http://www.literature.freeservers.com/image_polat/ccfsla.html