C- Motivating students to speak is more important than talking accurately:
C-1. Definition of Motivation:
“Without a personal desire to learn, real learning can’t take place.”
Wang dong 1996.
Motivation is defined in different ways by different researchers, but they seem to agree that motivation is responsible for determining human behavior by energizing it and giving it direction. Harmer defines Motivation as “some kind of internal drive which pushes someone to do things in order to achieve something”.
As stated by Brown, Motivation is “a term that is used to define the success or the failure of any complex task”.
Ryan and Deci state that “to be motivated means to be moved to do something”. Unlike unmotivated people who have lost impetus and inspiration to act, motivated people are energized and activated to the end of the task. “Interest, curiosity or a desire to achieve are the key factors that compose motivated people”.
In language learning, however, Motivation usually refers to students’ desires and efforts to learn. Motivation is one of the most vital factors in language learning. It provides the primary impetus to initiate learning a foreign language and later the driving force to sustain the long and often tedious process”.
As Motivation plays the crucial role in learning English no matter what teaching method we carry out or whatever type of activity we conduct, its purpose is to stimulate students’ willingness in learning this language. Motivation, in fact, is a learner property; it is in many cases, determined by his personality, needs, choices and attitudes. It can be aroused, however, as a result of external factors.
C-2. Types of Motivation:
As a teacher of English, my contact is mainly with students. They represent the core as well as the end of the teaching operation. This allowed, and required me, to know them. This ‘relation’ grew and deepened with time. From what I noticed, these are the types of motivation of my students.
Many of my students like the English language; they enjoy it as a subject in itself. So they are mainly eager to acquire it. This is shown mainly through their concentration in the classroom, their amount of involvement in activities and lessons procedures. More importantly, these pupils are the most motivated to invest each opportunity to make use of their English. They enjoy taking a major part in discussions, expressing themselves; taking risk and being confident in assuming responsibility of conducting and managing tasks. This can be referred to as tagged by researchers, linguists and methodologists as “Intrinsic” motivation. Thus learning English becomes, in this case, a behavior performed for its own sake, in order to experience pleasure and satisfaction. This intrinsic motivation is likely to ensure for these students a greater, faster and more successful learning of English. This seems to be explicable because “without a personal desire to learn, real learning can’t take place". The eighth grade pupils Rebii Aymen; Yousfi Hamida and the ninth grade pupils Mayoufi Imene; Aloui Aymen and Jerbi monia are examples of highly motivated learners of English.
Another source that motivates my students to learn English is rather extrinsic. I am really impressed by the ninth grade pupil Hajji Mohammed. He is a noticeable pupil in his class; always ready to take part in discussions with whatever group or pair he works with. He never feels shy to ask me for clarification or to express his opinion. He is active in a positive way. Mohammed’s motivation, however, is not aroused from his love for English as a subject in itself; rather his success is what would enable him to fulfill his dream of getting his ninth grade and then Baccalaureate diplomas. This is his only way to travel abroad in the future as he once expressed. This “motive” is what encourages him to do his best in the classroom. This kind of motivation is also, labeled as "instrumental". In such case, the desire to learn and to use English is just an instrument to fulfill practical, pragmatic purposes.