Motivation and TESOL or EFL Learning

Motivation


Numerous studies in a wide variety of fields have noted that motivation is one of the driving factors in enabling successful learning to take place. Clearly, Harmer is correct in asserting the primacy of motivation in English language learning. Nevertheless, as he goes on to concede motivation is complex and success in learning a language cannot be attributed solely to it. (Harmer, 2006: 51-54; Harmer, 2007, 20-22).

Gardner states that ‘The term motivation is used in the area of language learning with many definitions, processes, and measures proposed’. He continues to emphasize that recently in SLL (Second Language Learning), the focus has shifted from psychological determinants to ‘process-orientated conceptualizations, including, but not limited to curiosity, self-determination, causal attributions, and goal setting’ (2006: 348). This claim is extended by Yiying Sheng who cites a range of contemporary language researchers. Most significant, perhaps, is the quote she provides from Noam Chomsky: ‘The truth of the matter is that about 99% of teaching is making students feel interested in the material’ (2005, 17). The notion of ‘process’, which arises in Gardner and is implicit in the continuity of ‘good’ teaching over time in Chomsky, is critical. Rather than regarding motivation as an inherent, fixed and stable characteristic of the aspirant student, we are able to think it as variable, malleable and subject to external influences and inputs. This is important for the TESOL classroom as it indicates that teachers may create or enhance motivation through a variety of factors. In other words, a student with poor initial motivation could be inspired to be a very motivated language learner.

Harmer distinguishes between ‘extrinsic’ and ‘intrinsic’ motivation where the former is based of the need to be successful in an exam (for example, IELTS or TOEFL), the promise of a salary increase, or the possibility of new work and leisure opportunities; and the latter is initiated from within the individual (2006:51). Of course, motivation is derived simultaneously from both sources. Gardner, citing Dörnyei, indicates that ‘motivation concerns the direction and magnitude of behavior, and that it is “responsible for why people decide to do something, how long they are willing to sustain the activity, and how hard they are going to pursue it”’ (2006: 349).

Several researchers have categorized ‘motivated’ language learners in terms of several sub-traits. These include ‘positive task orientation’, ‘ego-involvement’, ‘need for achievement’, ‘high aspirations’, ‘goal orientation’, ‘perseverance’ and ‘tolerance of ambiguity’. To illustrate two of these: someone who is motivated by ‘ego’ would find it important to succeed in study in order to maintain or promote his or her own positive self-image; similarly, tolerating ‘ambiguity’ implies that the language learner is able to put up with situations where there is a lack of understanding or temporary confusion because he or she knows that understanding will come later. Of course, most students will display some or all of these characteristics to differing extents. Moreover, at times certain characteristics may be more dominant than others. They would not need to be present to the same intensity over any extended period. Further, the traits are interrelated in highly individualized ways. To personalize this: I am driven by the need to achieve. At the same time, my ‘ego’ makes it difficult for me to accept failure and so I am likely to work hard enough to be reasonably successful. But, I am wary of ambiguity. If I do not grasp something relatively quickly I tend to become stressed and to consider withdrawing. My potential for perseverance is not as high as it should be. For this reason, I avoid playing ball games like tennis, where learning to serve was a particular stumbling block which I could not overcome swiftly enough to preserve my self-image and self-esteem.

Gardner and others point to the close association between attitude and motivation. This relationship is interdependent with each affecting the other. Students who approach English from a society which values learning the language or from a personal perspective that sees English as a panacea for their aspirations are attitudinally likely to be motivated. To the contrary, if the target language is thought to have limited value, public attitudes are unlikely to be positive or motivation strong. It is important to stress that attitudes cannot be legislated. The South African Constitution protects English and ten other official languages. Of these, nine are ‘black’ African languages and one is of South African derivation. Even though English is spoken by a small minority of the population it is highly valued. Accordingly, attitudes to English are far more positive than attitudes to other constitutionally-protected languages. These attitudes are transmitted, consciously or unconsciously, by parents, peers, educators, the media, popular culture and employers. It is not surprising that most people are eager to learn English. At the same time, no amount of state promotion by the Pan South African Language Board (PANSALB) can resurrect learning (or learning in) African languages for their own sake. Even African language speakers seem disinclined to acquire advanced capabilities. On the other hand, should African language competence become linked to strong economic and social benefits, attitudes to them could shift and the motivation to learn them amongst a wide range of speakers may be enhanced.

An important issue that has to be considered is the causal link between motivation and achievement. Being highly motivated is not a guarantee that an individual will succeed in learning a target language. At the same time, though, researchers have argued that being highly motivated increases the probability of achievement. It also follows that successful students have a significantly greater probability of exhibiting high levels of motivation. This view removes simplistic causation.

Our TESOL course and almost all writing on language teaching point to the importance of the teaching and learning environment. This suggests that, whatever the initial attitude or level of motivation, the teacher can play a significant role in either maintaining or destroying both. Highly motivated students who are taught unsuitable material by someone who is indifferent and in a setting that is uninspiring almost certainly will loose their eagerness to learn – either entirely or in the present circumstances. The corollary is that students who are not particularly motivated, for whatever reason, may be jumpstarted into being active language-learning participants by good teaching in an appropriately staged programme implemented within an attractive environment.

There is no easy formula for creating favourable conditions to enhance motivation. Personally, I would suggest that the teacher’s subject mastery and his or her ability to ‘read’ and manage students’ learning experiences are important. The latter, in particular, connotes respect, clarity, empathy, listening, direction, adaptability and responsiveness. To refine these broad attributes we could argue that students will be motivated if:
• The teacher and the lessons are well-prepared;
• The subject content is appropriate and purposeful;
• The students understand the rationale for the learning activities;
• Activities are presented clearly and according to best-practice;
• The lessons and activities have variety to maintain interest, but are not so cluttered with special effects that they become a distracting sideshow;
• Students are recognized as individuals;
• Students are treated equally, fairly and consistently;
• The teacher and the students maintain a mutually respectful relationship, without being overly stuffy or formal;
• The students feel that the teacher cares about them and their progress;
• There are measurable, attainable goals to which students can aspire and against which their efforts can be measured;
• The classroom and classroom activities have an element of fun and of healthy competition about them;
• The materials are authentic and are perceived as being relevant to the real world and to students’ needs;
• The teacher encourages students to be autonomous or self-sufficient by empowering them to learn both in class and on their own;
• Students have enough time to talk, to practice what they have learnt, and to ask questions;
• The learning environment is supportive;
• The teacher is available to students (within reason);
• Feedback is useful, swift, and non-judgmental.


Of course, the list above may suggest super-human ability and dedication. Moreover, not all elements will have the same impact on all students. No matter what we as teachers do, there may be students whom we can’t reach. My Junior High School Afrikaans teacher, for example, did not have a chance. Much later in life, I felt cheated as a language learner when our homework was not checked (ever) and increasingly disinclined to devote too much time to it. Other students may have been relieved. I also find the thought of being ‘interesting’ as a fifty-year-old to twenty-something students a bit intimidating: could I ever really inhabit their world? At the same time, I think that the dictum ‘be true to yourself’ is good advice. Further, I believe that ‘practice makes perfect’. If we are not by nature excellent language teachers we can learn to become ones. More than that, I have learnt that a passion for one’s subject and a genuine desire to share that passion with someone else is strongly motivating.


Sources


Gardner, R.C., Lambert, W.E., 2006. Bilingualism, Multilingualism, and Second Language Learning. New York: Elsevier.

Harmer, Jeremy. 2006. The Practice of English Language Teaching. Harlow: Pearson Education Limited.

Harmer, Jeremy. 2007. How to teach English. Harlow: Pearson Education Limited.

Sheng, Yiying. 2005. ‘Motivation: A Central Factor in Foreign Language Learning,’ Sino-US English Teaching 2.2 (Series 14). February: 17-21.