PROMOTING MOTIVATION IN STUDENTS TO READ IN FOREIGN TEXTS

PROMOTING MOTIVATION IN STUDENTS TO READ IN FOREIGN TEXTS

          Before going for the elaboration of motivation let us have a look at the following quotation from Dale Carnegie (1888 - 1955) U.S. writer and speaker in his Dale Carnegie's Scrapbook (Dorothy Carnegie (ed.)says:-

          “When dealing with people, let us remember we are not dealing with creatures of logic. We are dealing with creatures of emotion, creatures bristling with prejudices and motivated by pride and vanity.”

Hankanson J.E(1989) says:-

          “Any thing that initiates activity, whether internal or external is motivation.”

Purpose  

          The English word motivation is originated from “movere” which means to move. The purpose of this study was to investigate teacher and student perspectives on the motivation of students and to explore specific motivational strategies used by teachers to enhance student’s motivation to read in foreign language texts.

          A variety of factors determine an individual’s ability to learn and the speed of learning. Four important factors are the individual’s age, motivation, prior experience, and intelligence. In addition, certain developmental and learning disorders can impair a person’s ability to learn.

Motivation

          It is the act of giving somebody a reason or incentive to do something a feeling of enthusiasm, interest, or commitment that makes somebody want to do something, or something that causes such a feeling.

Two types of motivation

          Student motivation primarily is separated into two categories: extrinsic motivators and intrinsic motivators. These motivators are driven by friends, parents, teachers, and personal convictions. They influence students to earn good grades, complete assignments, and participate in class discussions.

Extrinsic motivation

          Many students hate what they consider busywork, or assignments they perceive as pointless. But what if, at the end of an assignment, an amazing prize was offered for students who finished the assignment correctly? Wouldn't that spur students to submit assignments quickly and accurately?

          Extrinsic motivation includes outside motivational forces that push students to work hard. This means accomplishing tasks because there are rewards associated with it. For students, extrinsic motivators come in the form of grades, parental, teacher, and social expectations. Despite the appeal of outside rewards, however, extrinsic motivators are not as effective as motivators that result from self-determination.

Intrinsic Motivation

          Intrinsic motivation comes from within, and is the most effective form of motivation for learners. Regardless of extrinsic rewards, a student's personal interest in the material is what drives them to be good students. Students motivated intrinsically allow curiosity to guide them, enjoy the challenge of learning, and push themselves to master a topic. But often, students must be led by teachers to realize their potential for intrinsic motivators to be effective.

          Teachers are instrumental in reinforcing intrinsic motivators for students by showing that hard work and determination has a big pay off past high school. If students find subjects they enjoy and apply themselves for the sake of learning, they are likely to approach future careers with the same attitude, finding the right career for their interests and passions.

Why are students unmotivated?

          The reasons why students are disengaged from school are nuanced and varied. Outside factors such as relationship issues, problems within families and social life concerns shift the focus from schoolwork and education, distracting students from the education process. But perhaps one of the main reasons students are unmotivated is boredom. Boredom in class stemmed from students not finding the materials interesting or relevant, finding work unchallenging, and listening to uninteresting lectures.

          Lack of motivation in students can be attributed to a majority of factors starting from academic pressure, emotional problems, early adolescence, lack of love, unhealthy home environment and often even the lackadaisical attitude of teachers.

Conditions for promoting motivation

          The teachers must know how to arouse and maintain interest in the class following are some of the important conditions for promoting motivation.

1.    Creating interest

2.    Arousing curiosity

3.    Developing achievement motivation

4.    Providing incentives

5.    Producing the spirit of competition

          A research was conducted in which following questions were asked from 10  Pakistani students and their responses are also mentioned in the relevant columns.

 ((i)SA=Strongly agree (ii)A=Agree(iii)UD=Undecided (iv)NA=Not agree(v)SNA=Strongly not agree)

S.NO	POINT	SA	A	UD	NA	SNA
1	Our texts are not interested.		3		7
2	Required effort seems too great.		5		5
3	Lack of confidence and self esteem.	2	5		3
4	The classroom instruction does not engage.		4		6
5	Lack of positive relationship with the teacher.		3		6	1
6	Academic pressure.	1	1	1	6	1
7	Teacher become angry if questioned.		1	1	7	1
8	Our texts are too heavy.	1	4		5
9	I have no time for study	1	3		4	2
10	The assigned work is too heavy.	3	5	1	1
	TOTAL	8	34	3	50	5

            Responses to above questions (10x10=100) can be represented in the following chart.Points highlighted by students are as under:-

S.NO	Student NO	Reason for “Lack of Motivation”	Remarks
1	1	Shortage of staff.
2	2	I am weak in English so am uninterested.
3	3	I am weak in English so am uninterested
4	4	There is shortage of staff therefore I can not understand foreign language.
5	5	I am weak in English so am uninterested.
6	6	There is shortage of staff therefore I can not understand English language.
7	7	I am weak in English so am uninterested.
8	8	I am weak in English so am uninterested.
9	9	I am weak in English so am uninterested.
10	10	Due to financial problems I am not interested in English and other teaching.

          Another questionnaire was distributed among 5 teachers they were asked following questions and their responses are also mentioned in the relevant columns.

((i)SA=Strongly agree (ii)A=Agree(iii)UD=Undecided (iv)NA=Not agree(v)SNA=Strongly not agree)

S.NO	POINT	SA	A	UD	NA	SNA
1	To set goals for the study In pre reading, while reading and post reading.	2	3
2	To bring something new and enjoyable in the class such as games etc	2	3
3	To promote confidence in students and to build positive relationship with them.	2	3
4	To induce creativity and to made them active by giving them hobbies, project etc	2	1		2
5	To increase peers interaction and parents involvement.		2			3
6	To practice reading sub skills	2	2	1
	TOTAL	10	14	1	2	3

            Responses to above questions (5X6=30) can be represented in the following chart.

 

Points highlighted by students are as under:-

S.NO	Teacher NO	Suggestion for “Promotion of Motivation in students”	Remarks
1	1	Through the points of questionnaire we can promote reading in foreign language texts.
2	2	Newspaper, journels, magazines etc should be advised as helping materials. Libraries of schools should be used for this purpose to enhance foreign texts reading habits.
3	3	Through practicing basic skills.
4	4	Our students are not able to understand local language books but through practicing reading skills we can make our students able to understand foreign texts.
5	5	Through computers and audio video aids.

Note:- Filled questionnaires both of teacher and students are attached here in original.

Conclusions:-

          Traditional schools put the blame on the child and the family, and sometimes the community. Learning alternatives look at the unmotivated and accept their share of the blame. They acknowledge deficiencies, but then seek help from outside school resources. Educators cannot solve all the motivation problems, but they can alleviate most. For the serious conditions, they need help from medical, psychiatric, law enforcement, social work, and other specialists. Student-centered learning alternatives leaders bend over backwards to find the best niche for all non-motivated youth Students motivation is necessary in the field of education and to keep students interested in reading foreign language skills is bilateral i.e. teacher and students and through the use of different techniques such as basic skills ,use of library, audiovisual aids  and through arousing interest and curiosity we can make our students motivated.

References

1.    Aiou course book code 5659

2.    Daly, E. J., Witt, J. C., Martens, B. K., & Dool, E. J. (1997). A model for conducting a functional analysis of academic performance problems. School Psychology Review, 26, 554-574.

3.    DiPerna, J. C. (2006). Academic enablers and student achievement: Implications for assessment and intervention services in the schools. Psychology in the Schools, 43, 7-17.

4.    AIOU course book code 5659