Exploring the Motivational Strategies in Second Language Teaching

Yıl 2018, Cilt: 4 Sayı: 3, 229 - 243, 25.12.2018

Reynald Cacho , Lilibeth Frondoso

https://doi.org/10.31464/jlere.444446

Öz

Initiating and sustaining motivation in a collective and innovative style has been a challenge for English language teachers anywhere in the globe. This paper explored the common motivational strategies employed by English language teachers in the classrooms as reported by both teachers and their students from the peripheral district multiple secondary zones in certain school divisions in the Philippines. Anchored on Sugita and Takeuchi’s (2010) findings and supporting literature, teachers’ motivational strategies were surveyed from 256 10th grade student and thirty (30) English teachers. Results confirm teachers and students’ observed engagement with the motivational strategies in the L2 classrooms. Although there were some variations, similarities and connections on the way students and teachers perceived the L2 motivational strategies in the classrooms, the use of a variety of motivational strategies with the focus on promoting pleasant and supportive environment, holistic assessment, differentiated tasks, and humor, remains to be valuable and critical enablers in sustaining successes in the second language classrooms. Implications for language teachers and future study considerations are then shared. 

İkinci Dil Öğretiminde Motivasyon Stratejilerini Keşfetmek

Öz

Kolektif ve yenilikçi bir tarzda motivasyonu başlatmak ve sürdürmek, dünyanın her yerindeki İngilizce öğretmenleri için bir zorluk olmuştur. Bu çalışma, İngilizce öğretmenlerinin, hem öğretmenler hem de öğrenciler tarafından Filipinler'deki bazı okul bölümlerindeki periferik bölge çoklu ikincil bölgeler tarafından bildirilen sınıflardaki ortak motivasyon stratejilerini araştırmıştır. Sugita ve Takeuchi’nin (2010) bulgularına ve destekleyici literatürüne bağlı olarak, öğretmenlerin motivasyon stratejileri 256 10. sınıf öğrencisi ve otuz (30) İngilizce öğretmeni ile yapılan anketle araştırılmıştır. Sonuçlar, öğretmenlerin ve öğrencilerin ikinci dil sınıflarındaki motivasyon stratejileriyle gözlemlediklerini doğrulamaktadır. Öğrenciler ve öğretmenlerin sınıflardaki ikinci dil motivasyon stratejilerini nasıl algıladıkları konusunda bazı farklılıklar, benzerlikler ve bağlantılar olsa da, uygun ve destekleyici çevreyi, bütünsel değerlendirmeye, farklılaştırılmış görevlere ve mizahı teşvik etmeye odaklanan çeşitli motivasyon stratejilerinin kullanılması,  ikinci dil sınıflarında başarıların sürdürülmesinde değerli ve kritik öneme sahip olmaya devam etmektedir. Buna ek olarak dil öğretmenleri ve sonraki çalışmalar için ilgili öneriler paylaşılmıştır. 

Anahtar Kelimeler

motivational strategies, second language teaching, teaching strategies

Kaynakça

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