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MOTIVATION IN LANGUAGE LEARNING

August 2015
DOI:10.5593/SGEMSOCIAL2015/B12/S3.085
Conference: 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015

Authors:

Kamo P. Chilingaryan
RUDN University (Peoples' Friendship University of Russia)

Citations (11)

Abstract

Motivation is a thing that can increase students’ determination and interest in language
learning. Working in non-native environment, but bearing in mind that our task is teaching a Discover the world's
research
foreign language, we see some important goals of motivation in: • Fulfilling university
requirements • Improving one’s education • Improving critical and creative thinking skills • 25+ million
Increasing job opportunities and salary potential • Increasing global understanding, etc. A members
teacher should put a strong focus on the student’s motives to be able to accommodate
them. To motivate learners’ attention should be drawn to the definition of motivation. 160+ million
According to the Webster’s, to motivate means the act or process of giving someone a publication
reason for doing something : the act or process of motivating someone, the condition of pages
being eager to act or work; the condition of being motivated; a force or influence that 2.3+ billion
Join for free
causes someone to do something. The paper looks through the reasons for motivation citations
growth of law students at Peoples’ Friendship University of Russia in learning legal
language as part of LSP. The objective of the paper was to establish a link between the
successes in English and to obtain professional knowledge via participation in different
international events. The authors have traced the change of attitude and the success of the
team as well as his/her insight. Working in non-native environment, but bearing in mind
that our task is teaching a foreign language, we see some important goals of motivation in:
fulfilling university requirements, improving one’s education, improving critical and creative
thinking skills, increasing job opportunities and salary potential, increasing global
understanding, and some others. To be able to find the student’s motives a teacher should
also see significant gains in it. The Webster states that to motivate means the act or
process of giving someone a reason for doing something. A teacher needs to find the
student’s motives to be able to accommodate them.

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MOTIVATION IN LANGUAGE LEARNING

Assoc. Prof. Dr. Kamo Chilingaryan1

Assoc. Prof. Dr. Rimma Gorbatenko2
1
Peoples’ Friendship University, Russia
2
Peoples’ Friendship University, Russia Section Name

ABSTRACT 1

Motivation is a thing that can increase2students’ determination and interest in language

learning.
1
Working in non-native environment, but bearing in mind that our task is
teaching
2
a foreign language, we see some
MOTIVATION important goals
IN LANGUAGE of motivation in:
LEARNING
• Fulfilling university requirements
•Assoc. Prof. Dr. Kamo
Improving one’s Chilingaryan
education
•Assoc. Prof.
Improving critical
Dr. Rimma and creative thinking skills
Gorbatenko
• Peoples’ Friendshipjob
Increasing University, Russia
opportunities and salary potential
• Peoples’ Friendship University, Russia etc.
Increasing global understanding,
A teacher should put a strong focus on the student’s motives to be able to accommodate
them. To motivate learners’ attention should be drawn to the definition of motivation.
ABSTRACT
According to the Webster’s, to motivate means the act or process of giving someone a
Motivation
reason is a thing
for doing that can
something increase
: the act or students’
process ofdetermination and interest
motivating someone, in language
the condition of
learning.
being Working
eager to act orin work;
non-native environment,
the condition butmotivated;
of being bearing ina force
mind orthatinfluence
our taskthat
is
teaching a foreign language,
causes someone to do something. we see some important goals of motivation in:
• paper
The Fulfilling university
looks through therequirements
reasons for motivation growth of law students at Peoples’
•Friendship
Improving one’s education
University of Russia in learning legal language as part of LSP. The objective
• the paper
of Improving critical
was to and creative
establish thinking skills
a link between the successes in English and to obtain
•professional
Increasing
knowledge via participationsalary
job opportunities and potentialinternational events. The authors
in different
•
have Increasing
traced globalofunderstanding,
the change attitude and theetc.success of the team as well as his/her insight.
Working
A teacher in non-native
should environment,
put a strong focus onbut bearing inmotives
the student’s mind that
to beour
abletask is teaching a
to accommodate
foreign
them. Tolanguage,
motivatewe see some
learners’ important
attention shouldgoals of motivation
be drawn in: fulfilling
to the definition university
of motivation.
requirements, improving
According to the one’stoeducation,
Webster’s, improving
motivate means critical
the act and creative
or process thinking
of giving skills,a
someone
increasing job opportunities
reason for doing something : and salary
the act potential,
or process increasing global
of motivating someone,understanding,
the conditionand
of
some
being others.
eager to act or work; the condition of being motivated; a force or influence that
causes
To someone
be able to the
to find do something.
student’s motives a teacher sshould
hould also see significant gains in it.
The Webster states
paper looks that tothe
through motivate
reasonsmeans the act or process
for motivation growth of giving someone
law students a reason
at Peoples’
Friendship University of Russia in learning legal language as part of LSP. The objective
for doing
of the something.
paper A teacher
was to establish needs
a link to findthethe
between student’sin motives
successes English to
andbetoable to
obtain
professional knowledge via participation in different international events. The authors
have traced the change of attitude and the success of the team as well as his/her insight.
Working in non-native environment, but bearing in mind that our task is teaching a
foreign language, we see some important goals of motivation in: fulfilling university
requirements, improving one’s education, improving critical and creative thinking skills,
:
 for doing something. A teacher needs to find the student’s motives to be able to
accommodate them.
Keywords: motivation, second language, goal, persistence, success.

INTRODUCTION
The rapidly changing world and labour market demands professionals. Now when
English is not a foreign language but a means of communication there has been a great

for doing something. A teacher needs to find the student’s motives to be able to
accommodate them.
Keywords: motivation, second language, goal, persistence, success.

INTRODUCTION
The rapidly changing world and labour market demands professionals. Now when
English is not a foreign language but a means of communication there has been a great
SGEM 2015 International Multidisciplinary Scientific Conferences on Social Sciences and Arts

increase in language learning and teaching. However, we have witnessed a little

indifference in LSP by part of the students.
A highly motivated individual will enjoy learning the language, want to learn the
language, and strive to learn the language. "An integratively oriented learner would
likely have a stronger desire to learn the language, have more positive attitudes towards
the learning situation, and be more likely to expend more effort in learning the
language”. [1] (Gardner, 1985).
SGEM 2015 International Multidisciplinary Scientific Conferences on Social Sciences and Arts
Figure 1. Success in the task [2] (under Littlejohn, Andrew)

increase in language learning and teaching. However, we have witnessed a little

indifference in LSP by part of the students.
A highly motivated individual will enjoy learning the language, want to learn the
language, and strive to learn the language. "An integratively oriented learner would
likelyfigure
The have ashows
stronger
thatdesire to learnand
motivation the ability
language,arehave more positive
interconnected. attitudesknowing
"Without towards
the learning
where situation,
the roots and belie,more
of motivation how likely to expend
can teachers watermore
those effort
roots?"in[3]learning
(Oxfordthe
&
language”.
Shearin, [1] (Gardner,
1994-p.15). 1985).Karen and Yeok-Hwa, (1998) mention that motivation
Ngeow,
determines the extent
Figure 1. Success in theoftask
the [2]
learner's
(underactive involvement
Littlejohn, Andrew)and attitude toward learning.
[4] Motivating consists of a goal, efforts, desire, energy, active involvement, and
persistence. To understand a learner’s motivation, some points should be underlined.
They are the learner’s natural interest: (intrinsic satisfaction = outside the person), the
teacher /institution / employment: (extrinsic reward = internal to the person), success in
the task: (combining satisfaction and reward).
Behavioral sources of motivational needs are to obtain desired rewards and avoid
unpleasant consequences, as well as to initiate positive models. Biological sources
activate senses,
The figure showsincreasing, decreasing
that motivation andstimulation,
ability are while affective sources
interconnected. "Without increase,
knowing or
decrease
where theaffective
roots of diss
dissonance,
onance, lie,
motivation making
how us
canfeel good water
teachers and decreasing the [3]
those roots?" feeling of bad
(Oxford &
mood.
Shearin,Cognitive
1994-p.15).sources,
Ngeow, as Karen
the name suggests, maintain
and Yeok-Hwa, attentionthat
(1998) mention to motivation
something
interesting,
determines thedevelop
extent meaning or understanding,
of the learner's eliminate
active involvement and threat
attitudeortoward
risk. Conative
learning.
sources help an consists
[4] Motivating individual
of toa obtain personaldesire,
goal, efforts, dream,energy,
take control
active of one’s life. And
involvement, and
persistence. To understand a learner’s motivation, some points should be underlined.
They are the learner’s natural interest: (intrinsic satisfaction = outside the person), the
teacher /institution / employment: (extrinsic reward = internal to the person), success in
the task: (combining satisfaction and reward).
Behavioral sources of motivational needs are to obtain desired rewards and avoid
unpleasant consequences, as well as to initiate positive models. Biological sources
:
 lastly, spiritual sources contribute to understanding the purpose of one’s life.
Behaviorists explain motivation in terms of external stimuli and reinforcement. The
physical environment and actions of the teacher are of prime importance. Cognitivists
explain motivation in terms of a person's active search for meaning and satisfaction in
life. Thus, motivation is internal. Weiner (1990) points out that behavioral theories tend
to focus on extrinsic motivation (i.e (i.e.,
., rewards) while cognitive theories dea
deall with
intrinsic motivation (i.e., goals). [5]
Gardner & Lambert (1959, 1972) concluded that the learner's attitude toward the target
language and the culture of the target-language-speaking community play a crucial role
in language learning motivation. [6] They introduced the notions of instrumental and
integrative motivation. The first one refers to the learner's desire to learn a language for
utilitarian purpo
purposes,
lastly, spiritual ses, whereas
sources thetolatter
contribute refers to the
understanding thepurpose
desire of
to one’s
learn life.
a language to
integrate successfully into the target language community. (The second
Behaviorists explain motivation in terms of external stimuli and reinforcement. motivationThe
is
the one we
physical are going toand
environment speak about).
actions of (This is Socio-Educational
the teacher Model)
are of prime importance. Cognitivists
explain motivation in terms of a person's active search for meaning and satisfaction in
life. Thus, motivation is internal. Weiner (1990) points out that behavioral theories tend
to focus on extrinsic motivation (i.e., rewards) while cognitive theories deal with
intrinsic motivation (i.e., goals). [5]
Gardner & Lambert (1959, 1972) concluded that the learner's attitude toward the target
language and the culture of the target-language-speaking community play a crucial role
in language learning motivation. [6] They introduced the notions of instrumental and
integrative motivation. The first one refers to the learner's desire to learn a language for
utilitarian purposes, whereas the latter refers to the desire to learn a language to
integrate successfully into the target language community. (The second motivation is
the one we are going to speak about). (This is Socio-Educational Model)
Section Name

Vroom (1964) states that learners' motivation to acquire a second language is

determined by: Effort, Valence (perception of degree of attractiveness of goals/ its
value), Expectancy (perception of the probability of attaining the goals),
Ability, (appraisal of their ability to achieve the goals), Instrumentality
(connection of success and reward). [7]
Gardner also states that Second Language Acquisition (SLA) motivation is based on the
definition of motivation as "the extent to which the individual works or strives to learn
the language because of a desire to do so and the satisfaction experienced SectioninName
this
activity" (Gardner, 1985). [1]

HOW
VroomWE STARTED
(1964) states that learners' motivation to acquire a second language is
determined
Within many years SLAValence
by: Effort, has not (perception
been a targetofissue
degree of attractiveness
in many of goals/
Soviet, and then its
Russian
value), Expectancy (perception of the probability of attaining the goals),
institutions. Thi
Thiss phenom
phenomenon
enon might be explained by the lack of incentives for
Ability, (appraisal of their ability to achieve the goals), Instrumentality
graduates. Impossibility to work
(connection of success and reward). abroad
[7] or in a joint venture company made the students
unwilling to master a language they would not need in their career. This belief was not
Gardner also states that Second Language Acquisition (SLA) motivation is based on the
easy to overcome even after the Soviet collapse and change of the world. Peoples’
definition of motivation as "the extent to which the individual works or strives to learn
Friendship
the language University
because ofofRussia hastoalways
a desire do sobeen
and inthe
thesatisfaction
vanguard ofexperienced
language teaching
in this
and yet, we
activity" experienced
(Gardner, 1985).this
[1]negative attitude to SLA.
Self-determination was a key factor for many learners: it proposes that a person must be
able
HOW to WE
initiate and regulate, through personal choice, the effort expended to complete a
STARTED
task in order for the task to be intrinsically rewarding. Intrinsic motivation here meant
Within many years SLA has not been a target issue in many Soviet, and then Russian
the performance
institutions. Thisof phenom
a task for its own
enon sake.
might be Itexplained
values rewards gained
by the lackthrough the process
of incentives for
graduates. Impossibility to work abroad or in a joint venture company made the students
unwilling to master a language they would not need in their career. This belief was not
easy to overcome even after the Soviet collapse and change of the world. Peoples’
Friendship University of Russia has always been in the vanguard of language teaching
:
 the performance of a task for its own sake. It values rewards gained through the process
of task completion. At the same time, extrinsic motivation was in the pursuit of some
reward external to the completion of the task, such as good grades. This autonomy
theory is believed to undermine intrinsic motivation; individuals will often lose their
intrinsic interest in a task if the task is seen as a means to an end.
Trying to involve the students in many activities the foreign languages department at
then Law Faculty of PFUR carried out some research to identif identifyy the extent to which we
could motivate the students. Some works of well-known scholars in the sphere of
motivational theories were studied for that purpose. It was not easy to distinguish which
theory best matched our needs, but in the end some decisions were made. We organized
athe
few student conferences,
performance of a task for devoted
its owntosake.
legal Itaspects, as well as
values rewards to translate
gained through methodology
the process
of task
and completion.
practice. At the same
The department heldtime, extrinsic motivation
the conferences annually,was but in thewere
they of aofkind
pursuit some
of
reward external to the completion of the task, such
haven for those who were mostly interested in only getting good grades. as good grades. This autonomy
theory is believed to undermine intrinsic motivation; individuals will often lose their
Crookes & Schmidt
intrinsic interest in a (1991) identified
task if the four as
task is seen areas of Second
a means Language (SL) motivation:
to an end.
a) the micro level, b) the classroom level, c) the syllabus level, and d) a level involving
Trying from
factors to involve
outsidethethestudents
classroom.in many
[8] activities the foreign languages department at
then
a) Law Faculty of PFUR carried out
The micro level involves the cognitive some research to identif
processing of L2 yinput.
the extent to which we
could
b) Themotivate
classroomthe level includesSome
students. works of and
the techniques well-known scholars
activities used the sphere of
in theinclassroom.
motivational
c) The syl theories
syllabus were studied for that purpose. It was not easy
labus level refers to the choice of content presented and can influence to distinguish which
motivation
theory best by the level
matched ourofneeds,
curiosity andthe
but in stimulating
end some students’
decisionsinterest.
were made. We organized
a few student conferences, devoted to legal aspects, as well as to translate methodology
and practice. The department held the conferences annually, but they were of a kind of
haven for those who were mostly interested in only getting good grades.
Crookes & Schmidt (1991) identified four areas of Second Language (SL) motivation:
a) the micro level, b) the classroom level, c) the syllabus level, and d) a level involving
factors from outside the classroom. [8]
a) The micro level involves the cognitive processing of L2 input.
b) The classroom level includes the techniques and activities used in the classroom.
c) The syllabus level refers to the choice of content presented and can influence
motivation
SGEM 2015by the level of
International curiosity and stimulating
Multidisciplinary students’ interest.
Scientific Conferences on Social Sciences and Arts

d) Factors from outside the classroom involve informal interaction in the L2 and long-
term factors.
According to Crookes & Schmidt motivation to learn a language has both internal and
external features. As Internal (Attitudinal) factors we can be mention Interest in L2
(based on attitudes, experience, background knowledge); Relevance (perception that
personal needs - achievement, affiliation, power - are being met by learning the L2;
Expectancy of success or
SGEM 2015 International failure; Outcomes
Multidisciplinary (extrinsic
Scientific or intrinsic
Conferences rewards
on Social feltandbyArts
Sciences the
learner). [8]
As External (Behavioral) factors, three other points are to be sstated:
tated: decision to choose;
pay attention to, and engage in L2 learning; persistence, high activity level.
d) Factors from outside the classroom involve informal interaction in the L2 and long-
term factors.
According to Crookes & Schmidt motivation to learn a language has both internal and
WHAT INFLUENCES MOTIVATION?
external features. As Internal (Attitudinal) factors we can be mention Interest in L2
One
(basedof on
the attitudes,
theories that the department
experience, widelyknowledge);
background used was Oxford and Shearin’s
Relevance (1994)
(perception that
[3] theory.needs
personal It includes six factorsaffiliation,
- achievement, that affect power
motivation
- areinbeing
language
met learning:
by learning the L2;
Expectancy of success or failure; Outcomes (extrinsic or intrinsic rewards felt by the
learner). [8]
As External (Behavioral) factors, three other points are to be s tated: decision to choose;
pay attention to, and engage in L2 learning; persistence, high activity level.
:
 • attitudes (i.e., sentiments toward the learning comm community
unity and the target
language);
• beliefs about self (i.e., expectancies about one's attitude to succeed, self-efficacy,
and anxiety);
• goals (perceived clarity and relevance of learning goals as reasons for learning);
• involvement (i.e., extent to which the learner actively and consciously
participates in the language learning process);
• environmental support (i.e., extent of teacher and peer support, and the
integration of cultural and outside-of-class support into learning experience);
• personal attributes (i.e., aptitude, age, sex, and previous language learning
experience).
attitudes (i.e., sentiments toward the learning community and the target
All theselanguage);
six factors have been taken for consideration when the department decided to
beliefs
renew its about
targets andself (i.e., expectancies
purposes in learners’ about one's attitude
motivation. to succeed,
Language self-efficacy,
acquisition is the
result ofand anxiety);between cognitive mechanism and environmental conditions. Thus
interplay
• goals (perceived
understanding clarity
and creating and relevance
optimal language of learning
learning goals as reasons
environments becomesfor learning);
a primary
involvement (i.e., extent to which the learner actively
concern of the language teacher. Teachers can observe circumstances under which and consciously
• participates
learners in the language
acquire language and are learning process);
able to make adjustments toward creating optimal
learningenvironmental
conditions. When support (i.e., extent
designing learningofactivities,
teacher and peer support,
the language teacherand the
should
• integration
remember of cultural
that learners must and outside-of-class
be given support
opportunities into learning
to participate experience);
as language users in
•
multiple contexts as
personal language(i.e.,
attributes learning focuses
aptitude, on sex,
age, both and
the accuracy
previousand appropriateness
language learning
of application in various contexts of use. These opportunities will result in learners'
experience).
increased motivation
All •these six and awareness
factors have been takenoffortheconsideration
intricacies ofwhen
language use.
the department decided to
renew its targets and purposes in learners’ motivation. Language acquisition is the
result
• of interplay between cognitive mechanism and environmental conditions. Thus
understanding and creating optimal language learning environments becomes a primary
concern of the language teacher. Teachers can observe circumstances under which
learners acquire language and are able to make adjustments toward creating optimal
learning conditions. When designing learning activities, the language teacher should
remember that learners must be given opportunities to participate as language users in
multiple contexts as language learning focuses on both the accuracy and appropriateness
of application in various contexts of use. These opportunities will result in learners'
increased motivation and awareness of the intricacies of language use.

Section Name

Learners should recognize a real need to accomplish learning goals that are relevant.
This prepares them for the complexities of real-world tasks that require them to use
language skills and knowledge that have to be continually transferred.

The involvement and environmental support were easier to improve and change than
attitudes, beliefs and goals. Personal attributes were a factor that we did not give a
serious consideration, especially age, sex, even more – national origin. The above
mentioned as difficult factors needed some im improvements,
provements, includi
including Section
ng psy Name
psychological
chological
support by some of the professionals, able to carry this type of work. Students required
someone who they could trust and who they would follow.
Learners should recognize a real need to accomplish learning goals that are relevant.
This prepares them for the complexities of real-world tasks that require them to use
language skills and knowledge that have to be continually transferred.

The involvement and environmental support were easier to improve and change than
attitudes, beliefs and goals. Personal attributes were a factor that we did not give a
:
 Research, carried out then, showed a great disproportion between those who were
confident in their targets and their counterparts.

Figure 2. Five-year review of motivation growth at foreign languages department

Research, carried out then, showed a great disproportion between those who were
confident in their targets and their counterparts.

Figure 2. Five-year review of motivation growth at foreign languages department

The table shows the increase of motivated students more than threefold, and decrease of
non-motivated students fourfold. At the same time the number of indifferent students
have lessened more than twice.
To come to these objectives the foreign languages department suggested a more
thorough sselection
election of participants for international events. The breaking point could be
seen in 2013. In 2010, some enthusiastic students concluded to participate in
international events. The department welcomed this desire and the authors of this issue
were designated to support the team. Compared to the earlier motivation of the students
when the main desire of the learners was to get good marks at the exam and make a
good impression on the examiners, these students were full of determination. At the
start, the motivation of the students was not high as they were not very certain that
professors or teachers
The table shows might be
the increase of able to assist
motivated them. more
students Afterthan
consultation
threefold,with
andthe teachers
decrease of
they discoveredstudents
non-motivated some enthusiasts
fourfold. to
Atassist them.time
the same Twothe of the volunteers
number were thestudents
of indifferent authors
of thislessened
have issue. Itmore
was than
Willem C. Vis Annual International Commercial Arbitration Moot
twice.
Court in Vienna that became the breakthrough point.
To come to these objectives the foreign languages department suggested a more
thorough s election of participants for international events. The breaking point could be
WHAT
seen in IS2013.
MOTIVATION?
In 2010, some enthusiastic students concluded to participate in
international events.
Motivation is a desireThe department
to achieve welcomed
a goal, combined thiswith
desire
the and authors
the to
energy of this issue
work towards that
were designated to support the team. Compared to the earlier motivation
goal. The word motivation makes us think of a goal, effort, desire, energy, of the students
active
when the main desire of the learners was to get good marks at the exam and make a
good impression on the examiners, these students were full of determination. At the
start, the motivation of the students was not high as they were not very certain that
professors or teachers might be able to assist them. After consultation with the teachers
they discovered some enthusiasts to assist them. Two of the volunteers were the authors
of this issue. It was Willem C. Vis Annual International Commercial Arbitration Moot
Court in Vienna that became the breakthrough point.

WHAT IS MOTIVATION?
Motivation is a desire to achieve a goal, combined with the energy to work towards that
goal. The word motivation makes us think of a goal, effort, desire, energy, active
SGEM 2015 International Multidisciplinary Scientific Conferences on Social Sciences and Arts

involvement, persistence. A teacher must know the sources of motivation to be able to

support the learner’s desire for success.
The learner’s intrinsic satisfaction is number one. It is based on the learner’s natural

interests. Then comes the extrinsic reward: the teacher/institution/employment.

SGEM 2015 International Multidisciplinary Scientific Conferences on Social Sciences and Arts
:
 interests. Then comes the extrinsic reward: the teacher/institution/employment.
Satisfaction and reward together make the success in the task. [9]. "To a very large
degree, students expect to learn if their teachers expect them to learn." [10] This very
fact proves that both the teachers and students should be co-motivated.
Though in some research they might have examined the gender, we did not take it into
consideration, to say nothing of religious affiliation. These are among internal factors,
affecting students’ motivation in second language acquisition. (Some other factors are
age, interests and curiosity, competence, native language proficiency).
As for external factors, it is teachers who encourage, give feedback, rewards, classroom
atmosphere, role models and home support
As a matter of fact, people like doing what they do well, and are therefore more likely
interests.
to Thenandcomes
do it again, put in the moreextrinsic reward:
effort. Thus, thosethe teacher/institution/employment.
students who develop an image of
Satisfaction and reward together make the success in the task. [9]. "To a very large
themselves as ‘noexpect
degree, students good to at learn
English’ willteachers
if their simply avoid
expectsituations which tell
them to learn." [10]them
This what
very
they alreadythat
fact proves know
both–the thatteachers
they aren’t any good
and students at English.
should It can lead to a downward
be co-motivated.
spiral of a self- perception of low ability – low motivation – low effort – low
Though in some
achievement – lowresearch
motivation they –might have examined[2]the gender, we did not take it into
low achievement."
consideration, to say nothing of religious affiliation. These are among internal factors,
Gardner
affectingdescribes
students’core second language
motivation in secondlearning
languagemotivation as a(Some
acquisition. construct
othercomposed of
factors are
three characteristics:
age, interests and curiosity, competence, native language proficiency).
• the attitudes towards learning a language (which he called affect),
•As for external
the desirefactors,
to learnit is
theteachers
language who encourage,
(want) and give feedback, rewards, classroom
•atmosphere, role models and
motivational intensity (effort).home support
As a matter of fact, people
It is worth mentioning that in likethedoing what they
classroom do well,
students whoanddo are
welltherefore more likely
in the language are
to do it again, and put in more effort. Thus, those students
more confident than those who are not. The feeling of failure can lead to a downward who develop an image of
themselves
spiral of a asself-
‘no perception
good at English’ of lowwill simply
ability – avoid situations which
low motivation – lowtell them– what
effort low
they already know – that they
achievement – low motivation – low achievement. aren’t any good at English. It can lead to a downward
spiral of a self- perception of low ability – low motivation – low effort – low
You cannot motivate
achievement your students
– low motivation – low to work hard and
achievement." [2] have long-running objectives if
you are not a motivated teacher. Among many things, we agree with Dornyei [11] who
Gardner describes
suggests core second
encouraging language
s tudents to learning motivation
set attainable as a construct
sub-goals, composedthe
and increasing of
three characteristics:
attractiveness of course content. In his "Ten Commandments for Motivating Language
•
Learners” the Dornyei
attitudes towards
(1998:131) learning a language
suggests setting(which he called
a personal affect),with your own
example
•behaviour,the desire to learn the language (want) and
creating a pleasant, relaxed atmosphere in the classroom, developing a good
• motivational
relationship with theintensity
learners, (effort).
increasing the learner's linguistic self-confidence, …
familiarizing learners with the
It is worth mentioning that in the classroom target languagestudents
culture. who do well in the language are
more confident
Teachers can make thanthethose
L2 who classroomare not. of failure
The feelingpositive
a welcoming, can where
place a downward
lead topsychological
spiral of a self- perception of low ability
needs are met and where language anxiety is kept to a minimum. – low motivation – low effort – low
achievement – low motivation – low achievement.
At first there w were
ere 5 students wishing to participate in Willem C Vis Moot Court in
You cannot motivate
2011. We faced a problem: your students
there wastovery work hard
little and have about
information long-running objectives
the procedure. Soon,if
you are written
having not a motivated
a hundredteacher. Among many
page memoranda of things, we agree
the Claimant andwith Dornyei [11]
Respondent, who
the team
suggests encouraging s tudents to set attainable sub-goals,
started its preparation for the games. To be able to control all the pleadings, we started and increasing the
attractiveness of course content. In his "Ten Commandments
using a camera and making video of every event the team participated. Later there were for Motivating Language
Learners” Dornyei
discussions (1998:131)
and arguments, suggests
corrections andsetting a personal
the brushing example with your own
of English.
behaviour, creating a pleasant, relaxed atmosphere in the classroom, developing a good
relationship with the learners, increasing the learner's linguistic self-confidence, …
familiarizing learners with the target language culture.
Teachers can make the L2 classroom a welcoming, positive place where psychological
needs are met and where language anxiety is kept to a minimum.
At first there w ere 5 students wishing to participate in Willem C Vis Moot Court in
2011. We faced a problem: there was very little information about the procedure. Soon,
having written a hundred page memoranda of the Claimant and Respondent, the team
started its preparation for the games. To be able to control all the pleadings, we started
using a camera and making video of every event the team participated. Later there were
discussions and arguments, corrections and the brushing of English.
:
 Section Name

Teachers can urge students to develop their own intrinsic rewards through positive self-
talk, guided self-evaluation, and mastery of specific goals, rather than comparison with
other students. Thus, you promote a sense of greater self-efficacy, increasing motivation
to continue learning the L2.
Keller (1983) develops a model of ARCS where the capital letters stand for
[A]ttention strategies for stimulating and sustaining curiosity and interest;
[R]elevance strategies that link to learners' needs, interests, and motives;
[C]onfidence strategies that help students develop a positive expectation for successful
achievement; and Section Name
[S]atisfaction strategies that provide extrinsic and intrinsic reinforcement for effort. [12]
The first participation of the team was a great success, bringing it the 194th place
among
Teachers about
can 300
urgeteams worldwide.
students to develop their own intrinsic rewards through positive self-
talk, guided
Now when allself-evaluation,
four points of andARCS hasofbeen
mastery specific
madegoals,
fromrather than comparison
the start-up, the next with
year
other students. Thus, you promote a sense of greater self-efficacy,
brought even more students to the team and a bigger problem for the coaches: increasing motivation
the
to continuetolearning
necessity choosethetheL2.
best. Now we saw a com competition
petition amamong
ong the participants,
Keller (1983)
devotion develops
to hard work.a model of ARCSdesire
The previous wheretothegetcapital
just letters
a goodstand
markfornow was not
[A]ttention strategies for stimulating and sustaining
essential. There were 8 students and only 5 of the them curiosity and interest;
m must have been chosen for Vienna.
[R]elevance
The result ofstrategies
team wasthat link
better to learners'
– the needs, interests, and motives;
174th place.
[C]onfidence strategies that help students develop a positive expectation for successful
Ngeow, Karenand
achievement; Yeok-Hwa (1998) proposes encouraging learners to take ownership in
learning and strategies
[S]atisfaction promote that
intentional
provide cognition
extrinsic andor intrinsic
mindfulness to learning
reinforcement in various
for effort. [12]
contexts. [4] By encouraging, w e make learners take ownership of the learning
The first participation
assignment of the
by letting them team and
identify was decide
a greatforsuccess,
themselvesbringing it the
relevant place
194th goals.
learning
among about 300 teams worldwide.
By promoting intentional cognition, learners recognize the relevance and transferability
of
Nowdifferent
when learning
all four skills
pointsorofknowledge.
ARCS has been made from the start-up, the next year
brought even more students to
2013 saw 13 students and 154th place. the team
Oneand a bigger
of the problem was
team members the coaches:
for noticed the
by Baker
necessity to choose the best. Now we saw a com petition
and McKenzie who offered him a job. It is now that we witnessed a boom in LSPam ong the participants,
learning. to hard work.
devotion Students The previous
from different coursesdesire to get just
and different a good
language mark
level werenow wastonot
ready do
essential.
their utm There
ost towere
utmost 8 students
become the team and only 5 of the
member. m must
This have the
brought beencoaches
chosen for Vienna.
a bulk of
The result ofasteam
difficulties, was better
almost – the 174th could
each participant place. have become a tea teamm member but the
requirements
Ngeow, Karento Yeok-Hwa
the candidate wereproposes
(1998) also veryencouraging
high. Not every student
learners was ownership
to take able to carry in
out the pace.
learning andHard work intentional
promote made some candidates
cognition or stand away.
mindfulness to learning in various
contexts. [4] this
Undoubtedly, By competition
encouraging,couldw e notmake learners
but foster some take among of
ownership
tension the the learning
participants;
assignment by letting them identify
nevertheless, there are some tips to be used: and decide for themselves relevant learning goals.
By promoting intentional cognition, learners recognize the relevance and transferability
• Encourage and support students at all times but especially when they are
of different learning
struggling or skills or confidence
lacking knowledge.in certain areas.
2013• sawBe 13 students
energetic andand 154th place.
enthusiastic Onewhat
about of the youteam teaching, was noticed by Baker
are members
and • McKenzie who offered him a job. It is now
Create an atmosphere in which students are not afraid that we witnessed a boom and
to make mistakes in LSP
are
learning. Students from different
encouraged to take risks. courses and different language level were ready to do
their• utm ost tension-causing
Avoid team member.
to become the strategies such asThis brought
surprise the coaches
quizzes, a bulk of
overly competitive
difficulties, as almost each participant could have become a tea
activities, putting students in front of their peers with no warning or chance m member the
but for
requirements to the candidate were also very high. Not every
preparation, and correcting errors in a negative, accusatory fashion. student was able to carry
out the pace. Hard work made some candidates stand away.
Through pre-planned and spontaneous activities, provide opportunities for interaction in
Undoubtedly,
the this competition
target language could
in and outside thenot but foster
language someenvironment.
learning tension among the participants;
nevertheless, there are some tips to be used:
You might experience
Encourage and loss of motivation
support students as at aallreluctance
times but to undertake
especially anwhen
assignment
they areor
project,struggling
or attend ora lacking
lecture confidence
or tutorial.inBecause of
certain areas. loss of motivation you may be
Be energetic and enthusiastic about what you are teaching,
Create an atmosphere in which students are not afraid to make mistakes and are
encouraged to take risks.
•
Avoid tension-causing strategies such as surprise quizzes, overly competitive
activities, putting students in front of their peers with no warning or chance for
•
preparation, and correcting errors in a negative, accusatory fashion.
•
Through pre-planned and spontaneous activities, provide opportunities for interaction in
the target
• language in and outside the language learning environment.
:
 SGEM 2015 International Multidisciplinary Scientific Conferences on Social Sciences and Arts

thinking about withdrawing from a subject, or taking leave from university for a
semester, for a year, or ‘forever’. The most common reasons for loss of motivation are a
change or accumulated changes, a negative experience or several negative experiences.
Specific contributing factors might be: a low mark or a series of low marks, getting
behind with a program of study, responsibilities, other than study, taking priority,
feeling isolated, study becoming irrelevant to short term or long term goals, a
mismatch between the knowledge, beliefs or interests which a student has and the ideas
with w
which
hich they are coming in contact, the difficulty of subject material. In our case it
SGEM 2015 International Multidisciplinary Scientific Conferences on Social Sciences and Arts
was a desire to leave the team because the members felt embarrassed after some
politically lead assessment that was made in 2014, though in 2014 another former
participant became Baker and McKenzie employee. The whole atmosphere was against
the Russian teams, which we fully experienced.
thinking about withdrawing from a subject, or taking leave from university for a
The connecting
semester, link or
for a year, between losing
‘forever’. Themotivation
most common and finding
reasons itforis loss
the of
search. The search
motivation are a
involves a number of steps: Give yourself time, Work with all of you,
change or accumulated changes, a negative experience or several negative experiences. Focus on goals,
Make
Specificstudy a priority
priority,
contributing , Feel
factors mightgood
be: about yourself,
a low mark or a Take
series careof low ofmarks,
your getting
health,
Visualization, Build on your knowledge.
behind with a program of study, responsibilities, other than study, taking priority,
feeling
In 2015isolated, study becoming
the coaches suffered hard time irrelevant to short
before they couldtermget or ridlong goals, a
term negative
of some
mismatch between the knowledge, beliefs or interests which a student
impact of the previous year. Now the number of candidates was 20 people. We focused has and the ideas
with w hich they are coming in contact, the difficulty of subject material.
on goals where students needed to know their short-term goals, long-term goals and In our case it
was a desire to leave the team because the members felt embarrassed
which goals have priority. Students may have many goals and aim to achieve many of after some
politically
them. Theylead
may,assessment
however thathavewas onlymade inent
suffici 2014,
sufficient timethough
and energyin 2014to another former
work towards
participant became Baker and McKenzie employee. The whole atmosphere
achieving one or two of these goals. So the question of what goals are most important to was against
the Russian
them teams, which
is an important stepweinfully experienced.
becoming motivated about their study. It is where the
helping hand of the
The connecting linkteachers
betweenand educators
losing is necessary.
motivation and finding it is the search. The search
involves a number of steps: Give yourself time,
For students feeling good and recognizing achievements mayallbeofa you,
Work with Focus inonfinding
key factor goals,
Make study a priority, Feel good about yourself, Take care of your
motivation. When a student has a sense of well-being and self-esteem, he/she can tackle health,
Visualization,
difficult Build on your
or uninteresting tasksknowledge.
with a positive outlook.
In 2015 theiscoaches
Motivation the forcesuffered hard time
that causes youbefore
to taketheyaction.
could Toget motivate,
rid of some younegative
should
impact of the
understand a) previous
who are year. Now itthefor?
you doing number
(For of candidates
myself was 20orpeople.
OR parents We focused
teachers), b) what
on goals
are whereitstudents
you doing for? (Toneeded to knowOR
gain benefits their short-term
avoid goals, long-term
unpleasantness). People goals and
are most
which goals have priority. Students may have many goals and
successful when working toward positive outcomes on things they find personally aim to achieve many of
them. They may, however have only sufficient time and energy
fulfilling. If you do not plan where you are heading, you might end up in an occupation to work towards
achieving
or life styleone
thatoristwo
notof these
very goals. So the question of what goals are most important to
satisfying.
them is an important step in becoming motivated about their study. It is where the
helping hand of the teachers and educators is necessary.
DISCUSSION (FROM INSIGHT)
For students feeling good and recognizing achievements may be a key factor in finding
Taking into When
motivation. consideration
a studentthat
hasforeign
a senselanguage teachers
of well-being and are linguists he/she
self-esteem, and notcanlawyers,
tackle
we assume the role of running the class, improving
difficult or uninteresting tasks with a positive outlook. students’ speaking, listening and
writing comprehensions, adjusting them to the on-going changes in legal language, at
Motivation
the same time the force
is giving themthat
somecauses you of
freedom to choice
take action. To motivate,
while making you should
presentations. The
understand a) are you doing myself parents or
environment itself is fully devoted to the main goal – motivating students tob)speak
who it for? (For OR teachers), what
are you doing
English, it for? (To
think English, gainEnglish.
and act benefitsSpeaking
OR avoid theunpleasantness). aspects are
truth, the last two People most
are quite
successful when working toward positive outcomes on things
difficult. L1 differs from L2, Common law and Continental law contribute to they find personally
fulfilling. If you do not plan where you are heading, you might end up in an occupation
or life style that is not very satisfying.

DISCUSSION (FROM INSIGHT)

Taking into consideration that foreign language teachers are linguists and not lawyers,
we assume the role of running the class, improving students’ speaking, listening and
:
 encountering of difficulties.
At PFUR, the department of foreign languages considers that using advanced way of
education as one of the means of motivating students. We welcome the so-called “on-

encountering of difficulties.
At PFUR, the department of foreign languages considers that using advanced way of
education as one of the means of motivating students. We welcome the so-called “on-
Section Name

spot” tasks when students are invited to analyse a concrete case from legal practice
related to the textbook unit from Internat
International
ional Legal Engl
English
ish Course book by
Cambridge (ILEC) and/or from other sources (see British and Irish Legal Information
Institute, http://www.bailii.org/).
The same way we train our PFUR team for the International Willem C. Vis Moot
Courts on Commercial Arbitration. Any position, either Claimant or Respondent is first
prepared, checked, discussed. Then the team gathers, and a Claimant/Respondent
presents his/er position in front of his/er colleagues and the camera. BothSection the teacher
Name
and the team members, not to say anything about the camera, fix mistakes. Information
perception, identification of key items, reprocessreprocessing,
ing, argumentation, self-evaluation,
team-based discussion are the key stages that students pass through while combining
their psychological
spot” tasks when studentsabilities to evaluate
are invited to analysethea audience and from
concrete case counter
legal partners,
practice
understanding
related to thelegal features
textbook of the
unit fromcaseInternat
and the adversarial
ional party’s
Legal Engl ish position, trying by
Course book to
make their best
Cambridge in terms
(ILEC) of from
and/or usingother
foreign language
sources (seefor professional
British purposes.
and Irish Thus, both
Legal Information
cognitive and social abilities should be motivated.
Institute, http://www.bailii.org/).
Each periodway
The same requires
we train particular
our PFUR techniques
team for to motivate students Willem
the International at each C. stage
Vis ofMoot
the
relevant
Courts on activities,
Commercial including visual
Arbitration. Any effects,
position,special attentionor toRespondent
either Claimant gestures, isother
first
participants´ physicaldiscussed.
prepared, checked, pos
position
ition and
Thenmovements, questions,
the team gathers, andstructured debates within
a Claimant/Respondent
focus groups,
presents his/eretc. Nonetheless,
position in front itofshould
his/er be mentioned
colleagues andthattheacamera.
lot depends
Bothon thestudents’
teacher
individual
and the team character
members, traits
notand their
to say interpersonal
anything about the relations.
camera, That is why the
fix mistakes. teacher-
Information
trainer is expected
perception, to draft the
identification cognitive
of key items,actions plans
reprocess forargumentation,
ing, the training sessions, assigning
self-evaluation,
each studentdiscussion
team-based with a number of behavioural
are the key stages repertoires
that students that varythrough
pass from session to session.
while combining
What
their is psychological
more, the above planning
abilities to should
evaluate foresee
the each
audiencestudent andprofessional, social,
counter partners,
emotional values. (M
(Motivation
otivation of various values is understood
understanding legal features of the case and the adversarial party’s position, trying toafter Dörnyei, Ushioda
2011, [13],best
make their Kugler,
in terms Lanham
of using2012,
foreign[14], Ritchhart
language et al 2011
for professional [15]). The
purposes. Thus,above
both
techniques
cognitive and contribute to the holistic
social abilities should be approach
motivated.to the students’ motivation reinforcement
on both personal and team levels.
Each period requires particular techniques to motivate students at each stage of the
Such an approach
relevant activities,contributes
including tovisual
the systemic
effects,multidimensional
special attention motivational
to gestures, paradigm
other
of the students’
participants´ trainingpos
physical that would
ition andtake into account
movements, each team
questions, member debates
structured and the overall
within
team
focusweak
groups,andetc.
strong points, andit would
Nonetheless, shouldbebetailored
mentionedto various
that a stages of students’
lot depends quasi-
on students’
professional activities during both training sessions and the context
individual character traits and their interpersonal relations. That is why the teacher- itself.
trainer isthe
During expected
contest to draftstudents
itself, the cognitive actions
are eager planstheir
to fulfil for the
tasktraining sessions, quality
with maximum assigning as
each student with a number of behavioural repertoires that vary from
they are going to win a prize. At the same time, after the contest, each of the participants session to session.
What
can is more,
learn the above
what points have planning
been reduced.should This allowseach
foresee student
students professional,
to perform social,
introspection
emotional values. (M otivation of various values is understood after
work and to avoid similar mistakes in the future activities. Participation in the contests Dörnyei, Ushioda
2011, study
under [13], allows
Kugler,students
Lanhamnot2012, only [14],
to improveRitchhart et al 2011 [15]).
their professional skills, The above
but also to
techniques contribute to the holistic approach to the students’ motivation reinforcement
on both personal and team levels.
Such an approach contributes to the systemic multidimensional motivational paradigm
of the students’ training that would take into account each team member and the overall
team weak and strong points, and would be tailored to various stages of students’ quasi-
professional activities during both training sessions and the context itself.
:
 assess themselves in comparison with their classmates. Those who did not participate in
the event see the success of their fellow students and seek to reach their level, knowing
that this is possible.

CONCLUSION
One of the priorities of the higher education is to develop creative thinking, professional
and general cultural competence of graduates. The requirements of the labour market
are now linked not only with the ability to use the knowledge and apply it in the
professional sphere, but also the readiness to search for new knowledge, to use it wisely,
to adapt actively to the new systems, to do lifelong learning throughout life.

assess themselves in comparison with their classmates. Those who did not participate in
the event see the success of their fellow students and seek to reach their level, knowing
that this is possible.

CONCLUSION
One of the priorities of the higher education is to develop creative thinking, professional
and general cultural competence of graduates. The requirements of the labour market
are now linked not only with the ability to use the knowledge and apply it in the
professional sphere, but also the readiness to search for new knowledge, to use it wisely,
SGEM 2015 International Multidisciplinary Scientific Conferences on Social Sciences and Arts
to adapt actively to the new systems, to do lifelong learning throughout life.

Professional motivation is the main internal driving factor. Thus, it should be taken into
account when planning students’ activities in and outside the classroom. The sstudents’
tudents’
participation in professional context should be viewed as part of non-formal learning
integrated into the academic curriculum.
The modern society views the goal to train highly qualified specialists as one of the
higher education key priorities. The process of improving the university-based training
of future experts is quite complicated and depends on many factors. One of them refers
to
SGEMthe 2015
adequacy of students’
International awareness
Multidisciplinary and attitude
Scientific regarding
Conferences the Sciences
on Social importance and
and Arts
specifics of the future profession. The respective perceptions turn out to be obligatory
conditions for the formation of socially matured personalities. The students’
participation in the contests above portrayed is seen as an important instrument to
achieve the perspective
Professional motivation goal.
is the main internal driving factor. Thus, it should be taken into
account when planning students’ activities incontests
The students’ participation in professional and outside the classroom.
enhances both their The s tudents’
learning and
professional motivation. Students are encouraged to explore specifics of theirlearning
participation in professional context should be viewed as part of non-formal future
integrated
profession into the academic
in concrete curriculum.
settings; students obtain comprehension of their urgent social
need (such society
The modern as self-development, self-knowledge,
views the goal to train professional
highly qualified development,
specialists as one of the
improvement
higher educationof social status, etc.).
key priorities. The process of improving the university-based training
of future
The expertsofisstudents’
motivation quite complicated and depends
cognitive abilities on many
and social factors.
skills One ofis them
motivation refers
considered
to the adequacy of students’ awareness and attitude regarding the importance
one of the components of the training, a substantial element of a holistic education and
specifics
process. of the future profession. The respective perceptions turn out to be obligatory
conditions for the formation of socially matured personalities. The students’
Development
participation inof the
motivation
conteststechniques should be
above portrayed is based on an
seen as the important
integrated instrument
approach that to
combines
achieve theaperspective
thorough analysis
goal. of students’ needs, abilities, knowledge, skills, and
interpersonal relations inside the team.
The students’ participation in professional contests enhances both their learning and
professional motivation. Students are encouraged to explore specifics of their future
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 Citations (11) References (0)

... According to Chilingaryan and Gorbatenko (2015) , motivation is the "desire to achieve a goal, combined with the
energy to work towards that goal" (p. 6). ...

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Fatima Zohra Belkhir

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... According to Chilingaryan and Gorbatenko (2015) , motivation is the "desire to achieve a goal, combined with the
energy to work towards that goal" (p. 6). Motivation has a relevant role in language learning plays a very important role,
and it might account for students' ability to do well or poorly on difficult activities during the teaching and learning
process (Ordorica, 2010), and it helps to correlate the achievement with proficiency of the language learned (Riyanti,
2019). ...
:
 Motivation in English Learning at University: A Mixed-Methods Study Investigating the Perceptions of Different
Stakeholders*
Article Full-text available
Dec 2022
Diego Ortega-Auquilla · Paul Sigüenza-Garzón · Julio Vicente Chumbay Guncay · Esteban Heras

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... Therefore, it requires a motivation to change one's mindset to be happy with English. Motivation is a thing that can
improve students' interest and determination in learning the language (Chilingaryan & Gorbatenko, 2015) . This
motivation can be a language learning strategy training, a new teaching model utilizing technology, or other fashionable
variations to ease learners mastering English. ...

WHATSAPP GROUP-BASED ENGLISH SCHOOL IN COVID-19 PANDEMIC

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Jun 2022
Suardi Suardi · Widya Rizky Pratiwi

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... Therefore, parents tend to restrict the amount of time students should spend on it or just use it as a reward for good
behavior 78 . Additionally, Japanese' media were significantly more favored by 76 Kamo Chilingaryan, Motivation in
language learning (2015) . 77 Society Canadian Paediatric, "Impact of media use on children and youth," Paediatrics &
child health 8, no. 5 (2003) it has yet to attract older citizens. ...

Parental Factors in Japanese Language Planning Policy in Vietnam

Article Full-text available
Jun 2022
Thu-Nguyet Luna Huynh · Long V. Nguyen

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... Students did not want to master a language as they did not see any future possibility to use it in their work in an
international company. This state of affairs remained the same even after the Soviet Union has turned into fifteen
independent states [1] . But since then everything has changed considerably. ...

Analysis of Factors Motivating to Learn a Foreign Language in Additional Education Courses

Conference Paper Full-text available
Jan 2022
Natalya M. Podporina · anna kuklina · L A Gerasimova

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... Chilingaryan and Gorbatenko defined motivation as a thing that can increase students" determination and interest in
language learning. They also explained that motivation is "a desire to achieve a goal, combined with the energy to work
towards that goal" [1] . Alizadeh [2] thought that motivation was "a key factor for explaining the success or failure of any
difficult activity". ...

MOTIVATION AND CONSTRAINTS IN ENGLISH LANGUAGE LEARNING OF ETHNIC MINORITY STUDENTS AT THAI
NGUYEN UNIVERSITY OF SCIENCES
Article
Oct 2020
Thao Thi Nguyen

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:
 ... Integrative motivation has similarities with intrinsic motivation. Integrative motivation is for better understanding and to
know about the people who speak that language (Veronica, 2002) . Referring to integrative motivation, learners are
interested to learn and know the specific language, people and culture with involving affective, affective, cognitive and
behavioral components like motivation, integrativeness, attitude toward the learning situation and language anxiety
(Gardner in Wimolmes 2009).The integrative motive is a composite construct made up of three main components, they
are (1) Integrativeness is interest foreign language and reflecting the individual's willingness in social interaction towards
second language community (Gardner and MacIntyre in Ushiola,2011), (2) Attitudes towards the learning situation,
which comprises attitudes towards the language teacher and the L2 course, (3) Motivation is effort, desire and attitude
toward learning. ...

Correlation between Students’ Learning Motivation and speaking Competence at SFL FKIP University HKBP
Nomensen
Article Full-text available
Jan 2018
Efrat bona tua Silalahi

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LANGUAGE INTERACTION IN THE CLASSROOM: WHAT WORKS BEST?

Experiment Findings Full-text available
Nov 2020
Leonardo Jauregui

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English language learning motivation of students at the Sapientia Hungarian University of Transylvania in Miercurea
Ciuc
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Sep 2021
Zsuzsanna Degi · Kovasch Orsolya

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Transitioning to Communicative Activities in a Primary-level EFL Classroom in the Dominican Republic

Thesis Full-text available
Feb 2019
Alberto Joel Martínez Gómez

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MOTIVATION IN LANGUAGE LEARNING

September 2015
Kamo P. Chilingaryan · Rimma Gorbatenko
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 Motivation is a thing that can increase students’ determination and interest in language learning. Working in non-native environment,
but bearing in mind that our task is teaching a foreign language, we see some important goals of motivation in: • Fulfilling university
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Students’ Professional Contests as a Tool for Motivation outside the Classroom

December 2015 · Procedia - Social and Behavioral Sciences

Kamo P. Chilingaryan · Rimma Gorbatenko

The paper looks through motivation of the law students at Peoples’ Friendship University of Russia in language learning and especially
learning (language for specific purposes (LSP). The objective for the paper was to establish a link (direct or indirect) between the
success in English and obtaining professionalism via participation in different competitions, and particularly taking part at ... [Show full
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Innovation, Motivation Multilingualism

January 2012

Kamo P. Chilingaryan

Everybody needs motivation. Everybody needs to have a reason for action. Taking into consideration that this work is devoted to
learning a second (or foreign) language a question arises: what is their Goal of it? Among a great number of suggestions there are
some very important ones: o Fulfill school/university requirements o Function and compete effectively in the global economy of today
and ... [Show full abstract]

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EDUTAINMENT AS A NEW TOOL FOR DEVELOPMENT

January 2020

Kamo P. Chilingaryan · Ekaterina Zvereva

The modern world is changing intensively and sets new tasks for humankind. Now not only subject knowledge but also universal skills
are becoming more and more in demand. They help to adapt to the environment, filled with complicated technological solutions and
constant interaction with other people. These are competencies such as critical and creative thinking, the ability to communicate,
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