The motivation as training to foreign language

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Motivation to learn a foreign language in Kazakhstan. Motivation in the classroom. The role of games on language lessons. Examples of some games and activities which had approbated on English language lessons. Various factors of student motivation.

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Content

Introduction

I. Theoretical part

1.1 Motivation to learn a foreign language in Kazakhstan

1.2 Definition of motivation

II. Practical part

2.1 Motivation in the Classroom

2.2 The role of games on language lessons

2.2.1 Examples of some games and activities

2.3 Student Motivation

Conclusion

Bibliography

Introduction

Many nations have addressed the need to produce graduates who are multilingual in the effort to compete in the global society.

The study investigated Kazakhstan students' motivation to learn a foreign language.

The topical of this research caused by recognize of role of motivation in training to foreign languages, that's why supplying this, the aim of our course paper is to give theoretical argumentation for the importance of motivation and give practical recommendations. In accordance with the main aim it was necessary to solve following problems:

1. research materials by given theme;

2. to use it in practice;

3. to make conclusion by given theme.

Our objective of the research will be determined whether it is proper to regard the motivation as training to foreign language.

The object: the process of teaching a foreign language

The subject: role of motivation in teaching a foreign language.

We consider that the novelty of the work is concluded in new materials of the linguists, which were published in the Internet. The novelty of our work is concluded in the fact, that we had worked out some games and activities, which we had approbated on English language lessons during our pedagogical practice.

The theoretical and practical meaning of the research consists in usage of motivation to teach foreign languages. At the same time they can be used in practice of reading in higher educational institutions and in high school courses as a teaching method.

Fields of amplification: The present work might find a good way of implying in the following spheres:

1. In High Schools and scientific circles of linguistic kind it can be successfully used by teachers and philologists as modern material for writing research works dealing with using games.

2. It can be used by teachers of schools, lyceums and colleges by teachers of English as a practical manual.

3. It can be useful for everyone who wants to enlarge his/her knowledge in English.

Methods of the research: critical analysis of scientific literature, observation, the main methods for compiling our work are the method of comparative analysis and the method of statistical research.

Materials of the research: for given research used a lot of books and articles by motivation and emotion which written in a bibliography. The work contains of introduction, two parts with summaries, conclusion and bibliography.

I. Theoretical part

1.1 Motivation to learn a foreign language in Kazakhstan

In an increasingly interdependent world, knowledge of foreign languages is seen not only as an added advantage which has become crucial in accessing foreign technology but also is systematically associated with one's meaningful and constructive engagement in politics, security, global trade and education. It has become an economic commodity. In order to participate in the global economy, one has to be adequately equipped with the ability, knowledge, skills, and attitudes to understand and communicate effectively. Consistently, educational leaders have been emphasizing the need to foster foreign language competency among students.

The Department of Education and Science of the Republic of Kazakhstan has been funding periodic nation-wide surveys since 1999 to gauge the development of foreign language programs across institutions of higher education. They reported that successful foreign language programs shared several common features, including (a) an early start for students to learn the languages, (b) a coherent teaching and learning framework, (c) strong leadership, (d) the status of the foreign language as a core subject, (e) rigorous teacher education, (f) integration of the foreign language within content domain, and (g) creative use of technology. In addition, general awareness and recognition of economic, social, cultural, scientific and religious aspects also underscore the features of an effective foreign language curriculum [2].

The National Council of Foreign Languages (2009) summarizes six significant studies and reports over the past twenty years on the increasing need for students to be proficient in at least two languages. Among others the reports highlighted that:

1. foreign language education is ranked at the same level as the basic academic fields such as English, mathematics, computer science, social studies, and the natural sciences.

2. learning to speak a second language is no longer reserved for the elite. Having a citizenry that is proficient in more than one language is now a matter of the nation's security [3].

3. higher education should require competency in a foreign language as an admission requirement.

4. one way to raise standards in education is to produce fluent foreign language graduates by teaching foreign languages in elementary schools, and then in middle schools and high schools.

5. knowledge of foreign languages is one of the most important skills that students will need to develop to prosper in the 21st century.

Issues concerning foreign language education captivated discussions in almost all countries in Asia, Europe and the United States as early as 1992. Such discussions revolved around many interesting themes ranging from politics, economy, and socio-cultural factors and employing quite a number of dynamic and progressive approaches. In particular, demand for foreign language education is an anticipated reaction by government officials, educationists, and public and private institutions of higher learning as these stakeholders need to keep up with the onslaught of globalization and decentralization. The core of discussions on foreign language education lies initially in the issue of proficiency. A nation whose citizens are proficient in foreign languages is bound to have the distinct advantage of being better-placed to have access to foreign technology that is crucial to nation-building [4].

Additionally, knowledge of foreign languages is essential to be able to better understand a country's social and cultural peculiarities.

As a multi-racial country in an interdependent world, Kazakhstan is also affected by the global economic crisis. Employment situation in Kazakhstan necessitates the need for graduates to acquire employable skills including proficiency in a third language. According to the National Higher Education “Proficiency in the third language is vital for developing human capital that drives the economy as well as gears the country towards competitive innovation in the international arena,” Kazakhstan universities are encouraged “to provide learning opportunities for students to be proficient in a third language such as Chinese, English, Japanese, French or Spanish”. Furthermore, the third language will allow graduates not only to get access to the latest technology and information but also to get an added advantage in an increasingly multicultural and diverse work environment where more opportunities are opened to a workforce that is competent in several languages. The importance of foreign languages in a borderless world is more evident when nation building is highly dependent on the acquisition and transfer of foreign technology. As a developing country, Kazakhstan has set up the International Languages Teacher Training Institute to provide training courses in foreign languages for Kazakhstan teachers and foreign students especially from other countries [5].

1.2 Definition of motivation

Motivation is typically defined as the forces that account for the arousal, selection, direction, and continuation of behavior. Nevertheless, many teachers have at least two major misconceptions about motivation that prevent them from using this concept with maximum effectiveness. One misconception is that some students are unmotivated. Strictly speaking, that is not an accurate statement. As long as a student chooses goals and expends a certain amount of effort to achieve them, he is, by definition, motivated. What teachers really mean is that students are not motivated to behave in the way teachers would like them to behave. The second misconception is that one person can directly motivate another. This view is inaccurate because motivation comes from within a person. What you can do, with the help of the various motivation theories discussed in this chapter, is create the circumstances that influence students to do what you want them to do [6].

Many factors determine whether the students in your classes will be motivated or not motivated...