Motivation is, without question, the most complex and challenging issue facing
teachers today (Scheidecker and Freeman 1999:116, cited in Dörnyei 2007:1).
This quotation covers the importance of motivation for successful language learning
in the modern classroom. There are several ways of enhancing students’ motivation
in the EFL classroom but an important one is to create the lesson on the basis of the
learners’ interests. Everyone, who looks back on their former school days, might
remember that learning was more enjoyable when the topics were interesting and
furthermore, when they were handled in an exiting way.
The intention of this paper at hand is to present several ideas of improving the
general motivation in the classroom according to the consideration of learners’
interests. In addition to that, the current interests of students from German secondary
schools and the consideration of the interests in the common English classroom will
be presented with the help of a questionnaire.
This paper consists of six main parts. Part one is an overview of the terms motivation
and interest. At first, motivation and interest will be defined in their psychological
context and in the following these terms will relate to their meaning in the English
classroom. It is necessary for the further content of this paper because both of these
terms appear frequently throughout the text. In addition to the first part, the second
part will mention the importance of incorporating students’ interest in the learning
classroom.
The third part of this paper will deal with several possibilities of creating motivational
conditions in the L2 classroom. Therefore, this paper brings four main factors into
focus: the role of the teacher, the role of the student, the atmosphere in the
classroom and the lesson itself. In all four sections several ideas will be given how to
create a language learning atmosphere that is motivating to the participants of the
English classroom. In addition to the third part of this paper at hand, part four is about a research which
is conducted on the basis of the theoretical aspects which are presented in part one,
two and three. The intention of the research is, to find out the current interests of
students of secondary schools according to different factors of the English learning
classroom and furthermore the handling of students’ interests in the lessons. [...]
Table of Contents
1. Motivation and Interest defined
1.1 Motivation
1.1.1 Behavioural and cognitive theories
1.1.2 Arousal theories
1.2 Motivation to learn
1.3 Intrinsic motivation and extrinsic motivation
1.4 Interest
2. The importance of interest for language learning in the classroom
3. Creating motivational conditions in the classroom
3.1 Focus on the teacher
3.1.1 Personal characteristics
3.1.2 Closeness
3.1.3 Classroom management
3.2 Focus on the learner
3.3 Atmosphere in the classroom
3.3.1 A classroom climate free of anxiety
3.3.2 A positive classroom environment
3.4 Focus on the lesson
3.4.1 Materials
3.4.2 Activities
4. How to increase motivation by including the learners’ interests – a research
4.1 Aims of the research
4.2 The questionnaire
4.3 Results of the questionnaire
4.4 Evaluation of the results
4.4.1 Topics
4.4.2 Teachers’ personality
4.4.3 Methods
4.4.4 Media
5. Relating the learners’ interests to the Lower Saxony Core Curriculum
6. Conclusion
Objectives and Topics
This thesis explores strategies for enhancing student motivation in the English as a Foreign Language (EFL) classroom, specifically by integrating learners' personal interests into the curriculum and instructional practices. It investigates how teacher behavior, classroom environment, and the choice of materials and activities influence student engagement, using both theoretical frameworks and empirical data from a questionnaire conducted in German secondary schools.
- Theoretical definitions of motivation and interest in an educational context
- Motivational factors related to the teacher, the student, and the classroom atmosphere
- The role of teaching materials and activities in sustaining learner interest
- Empirical analysis of students' interests in topics, teaching methods, and media
- Alignment of learner interests with the Lower Saxony Core Curriculum
Excerpt from the Book
3.1.1 Personal characteristics
As mentioned above, the behaviour of a teacher in class is one of the most effective factors for creating motivation in the language learning classroom. It is understood that an unmotivated teacher is unable to affect the learners’ interaction in the classroom positively. An unprepared and boring teacher will not create a motivating atmosphere in the classroom.
It is necessary to help the students to be interested throughout a longer period in the subject, so that they will acquire the learning aim (see Section 2). Csikszentmihalyi (1997, cited in Dörnyei 2001:177) stated that popular teachers have the most influence on the students’ development, because they behave in a way that is motivating to the students. Outstanding characteristics of a popular teacher are enthusiasm and emotions. Enthusiastic teachers are interested in their own subject and are able to infect the students with their interest by showing dedication and passion “that there is nothing else on earth they would rather be doing” (Dörnyei 2001:178).
In order to motivate the students to learn, the teacher must be aware of the value of the curriculum’s content and the methods she/he will use for implementing it (Brophy 2010:214). Then, the teacher might be able to explain why this specific content of the lesson is important for the students.
According to Brophy (2010:215), most students will learn better if they understand the value of activities and the importance of learning English, for example: “Speaking English enriches life in many ways” (Dörnyei 2007:33). Of course, a teacher would only clarify the importance of the subject authentically if she/he believes in it as well. Concerning this theory, Csikszentmihalyi (1997:77, cited in Dörnyei 2001:178) stated the following: "If a teacher does not believe in his job, does not enjoy the learning he is trying to transmit, the student will sense this and derive the entirely rational conclusion that the particular subject matter is not worth mastering for its own sake."
Summary of Chapters
Motivation and Interest defined: This chapter provides the theoretical foundation by defining motivation and interest within psychological and educational frameworks relevant to language learning.
The importance of interest for language learning in the classroom: This chapter discusses why aligning lessons with student interests is crucial for improving learner achievement and intensity of effort.
Creating motivational conditions in the classroom: This chapter examines the roles of the teacher, the student, the classroom climate, and the design of lessons in fostering a motivating learning environment.
How to increase motivation by including the learners’ interests – a research: This chapter presents empirical data from a questionnaire study regarding student preferences for topics, teaching methods, and media in English classes.
Relating the learners’ interests to the Lower Saxony Core Curriculum: This chapter analyzes how current educational standards incorporate student interests and where improvements are possible based on the study's findings.
Conclusion: This final chapter synthesizes the main findings, emphasizing the need for teachers to prioritize student-centered approaches to improve overall language learning outcomes.
Keywords
Motivation, Language Learning, EFL Classroom, Learner Interest, Teaching Methodology, Teacher Personality, Classroom Environment, Intrinsic Motivation, Extrinsic Motivation, Student-Centered Learning, Educational Psychology, Language Acquisition, Core Curriculum, Questionnaire Research, Student Engagement
Frequently Asked Questions
What is the core focus of this thesis?
The thesis focuses on how to enhance student motivation in English as a Foreign Language (EFL) classrooms by identifying and incorporating the specific interests of secondary school learners into the curriculum.
What are the primary themes analyzed?
The central themes include the psychological definitions of motivation and interest, the impact of teacher behavior and personal characteristics, the creation of a supportive classroom atmosphere, and the effectiveness of various teaching methods and media.
What is the primary research goal?
The primary goal is to investigate the current interests of secondary school students in Germany and determine to what extent these interests are being addressed in the existing English classroom environment.
Which scientific methodology is utilized?
The research utilizes a quantitative approach based on a questionnaire distributed to 169 students, which covers topics, teacher personality, preferred teaching methods, and media usage in English lessons.
What is covered in the main part of the work?
The main part analyzes psychological theories of motivation, strategies for creating motivational classroom conditions, a detailed empirical study of student preferences, and a review of the Lower Saxony Core Curriculum regarding student-centered learning.
Which keywords characterize the work?
Key terms include motivation, EFL classroom, learner interest, teaching methodology, teacher-student relationship, and student-centered learning.
How does teacher personality influence motivation according to the findings?
The research finds that students prioritize a teacher's ability to impart content understandably, as well as their fairness, friendliness, and dedication to the subject, as these factors directly build rapport and trust.
What is the conclusion regarding the use of modern media?
The study concludes that while students show a strong preference for modern media like films and computer programs, traditional media such as textbooks and blackboards remain the most frequently used tools in the classroom, indicating a need for modernization.
Why are fictional character stories often perceived as uninteresting by students?
The research suggests that students struggle to identify with these characters, often feeling that the scenarios are not relevant to their own lives or daily experiences.
- Quote paper
- Katharina Okon (Author), 2010, Enhancing Motivation in the Foreign Languages Classroom, Munich, GRIN Verlag, https://www.grin.com/document/202280
