SEEU Review vol. 5 Nr. 2 (pdf) - South East European University

More documents

Recommendations

Info

Assoc. Prof. Dr. Gezim Xhaferi and Ass. Prof. Dr. Brikena Xhaferi What is most important is that language learners differ in many aspects when they learn a foreign language and these individual differences significantly influence the route of second language acquisition. Brown (1980:80) suggests that “SLA involves cognitive processes that consist of many types of learning, and every individual utilizes a variety of strategies and styles in order to master the language”. According to many researchers (ElliS 1985, Lightbown and Spada 1994, Dörney and Skehan 2005) in addition to personality characteristics, factors that are relevant in learning a language are: motivation, aptitude, age (the critical period that is the age at which learning begins), learning strategies and personality. Motivation Motivation is a very important factor that influences SLA. It concerns the direction and magnitude of human behavior, or, more specifically, the choice of particular action, the persistence with it and the effort expended on it. In broad terms, motivation is responsible for why people decide to do something, how long they are willing to sustain the activity, and how hard they are going to pursue it (Dörnyei and Skehan 2005:614). Ellis (1985: 119) points out that “there can be little doubt that motivation is a powerful factor in SLA. Its effects are to be seen on the rate and success of SLA rather than on the route of acquisition”. It is one variable, which, combined with other factors, influences a learner's success. An attitude that a student holds about language learning, his learning experiences and the personal goal for learning a language effect motivation. In addition, the students’ use of learning strategies, which can be a subconscious process, and the teacher’s responsibility to assist students in developing the existing strategies (and developing new ones) are both crucial in enhancing learning. The students should strive to discover the strategies they are comfortable with and make use of them in many occasions. Once the power of motivation is discovered, we can set our students in the right way towards achieving excellence in learning. Maybe there is not a perfect way to motivate our students, but there are still some techniques that can enhance learning. According to Keller’s model ARCS described in Driscol, (2005), he views motivational design as a sequence of events; this sequence includes attention, relevance, confidence and satisfaction. Regardless of the 198
SEEU Review Volume 5, No. 2, 2009 type of motivation the students have, intrinsic or extrinsic, instrumental or integrative, the motivation must exist and the progress will occur. Intrinsic and Extrinsic Motivation There are two types of motivation: intrinsic and extrinsic. People are motivated intrinsically which means that motivation comes from inside and there is no need for outside factors. On the other hand, extrinsic motivation comes from outside factors and they effect personal decisions. Alternatively, extrinsically motivated students receive needed support from teacher and parents. Integrative & Instrumental Motivation Norris-Holt (2001) considers integrative and instrumental motivation as essential elements of success. It is a well – known fact that students who like people speaking a certain language and admire their culture are highly motivated to learn that language. He further states that this form of motivation is known as integrative motivation. When someone becomes a resident in a new community that uses the target language in its social interactions, integrative motivation is a key component in assisting the learner to develop some level of proficiency in that language ( Norris-Holt 2001:2). Instrumental motivation, on the other hand, is understood as a tool to meet requirements at school (for example, studying for an exam). This is generally characterized by the desire to obtain something practical or concrete from the study of a second language (Hudson 2000). Strategies for stimulating motivation Motivation is a complex issue that bothers all language teachers. It has a number of causes, many of which are of interest to my university students. In general they know what to study, for what reason they do it, how should they do it, but they are not always motivated to do so. Keller (1987a) suggests in 199
Page 1 and 2:
UNIVERSITETI I EVROPËS JUGLINDORE
Page 3:
Contents Foreword by the Editor in
Page 6:
UEJL për këshillat e tij në koh
Page 9 and 10:
SEEU Review Volume 5, No. 2, 2009 J
Page 11 and 12:
Page 13 and 14:
SEEU Review Volume 5, No. 2, 2009 f
Page 15 and 16:
Page 17 and 18:
SEEU Review Volume 5, No. 2, 2009 c
Page 19 and 20:
SEEU Review Volume 5, No. 2, 2009 j
Page 21 and 22:
SEEU Review Volume 5, No. 2, 2009 T
Page 23 and 24:
SEEU Review Volume 5, No. 2, 2009 a
Page 25 and 26:
SEEU Review Volume 5, No. 2, 2009 1
Page 27 and 28:
SEEU Review Volume 5, No. 2, 2009 c
Page 29 and 30:
SEEU Review Volume 5, No. 2, 2009 t
Page 31 and 32:
SEEU Review Volume 5, No. 2, 2009 e
Page 33 and 34:
SEEU Review Volume 5, No. 2, 2009 R
Page 35 and 36:
Page 37 and 38:
SEEU Review Volume 5, No. 2, 2009 n
Page 39 and 40:
Page 41 and 42:
SEEU Review Volume 5, No. 2, 2009 A
Page 43 and 44:
SEEU Review Volume 5, No. 2, 2009 w
Page 45 and 46:
Page 47 and 48:
SEEU Review Volume 5, No. 2, 2009 i
Page 49 and 50:
SEEU Review Volume 5, No. 2, 2009 M
Page 51 and 52:
SEEU Review Volume 5, No. 2, 2009 G
Page 53 and 54:
SEEU Review Volume 5, No. 2, 2009
Page 55 and 56:
SEEU Review Volume 5, No. 2, 2009 L
Page 57 and 58:
SEEU Review Volume 5, No. 2, 2009 m
Page 59 and 60:
Page 61 and 62:
SEEU Review Volume 5, No. 2, 2009 t
Page 63 and 64:
SEEU Review Volume 5, No. 2, 2009 o
Page 65 and 66:
SEEU Review Volume 5, No. 2, 2009 g
Page 67 and 68:
Page 69 and 70:
SEEU Review Volume 5, No. 2, 2009 A
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
SEEU Review Volume 5, No. 2, 2009 H
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
SEEU Review Volume 5, No. 2, 2009 S
Page 85 and 86:
Page 87 and 88:
SEEU Review Volume 5, No. 2, 2009 h
Page 89 and 90:
Page 91 and 92:
SEEU Review Volume 5, No. 2, 2009 H
Page 93 and 94:
SEEU Review Volume 5, No. 2, 2009 s
Page 95 and 96:
Page 97 and 98:
SEEU Review Volume 5, No. 2, 2009 m
Page 99 and 100:
Page 101 and 102:
SEEU Review Volume 5, No. 2, 2009 P
Page 103 and 104:
SEEU Review Volume 5, No. 2, 2009 I
Page 105 and 106:
SEEU Review Volume 5, No. 2, 2009 e
Page 107 and 108:
Page 109 and 110:
SEEU Review Volume 5, No. 2, 2009 C
Page 111 and 112:
Page 113 and 114:
SEEU Review Volume 5, No. 2, 2009 D
Page 115 and 116:
SEEU Review Volume 5, No. 2, 2009 g
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
SEEU Review Volume 5, No. 2, 2009 d
Page 123 and 124:
SEEU Review Volume 5, No. 2, 2009 R
Page 125 and 126:
SEEU Review Volume 5, No. 2, 2009 S
Page 127 and 128:
Page 129 and 130:
SEEU Review Volume 5, No. 2, 2009 W
Page 131 and 132:
SEEU Review Volume 5, No. 2, 2009 M
Page 133 and 134:
SEEU Review Volume 5, No. 2, 2009 I
Page 135 and 136:
Page 138 and 139:
138 Reviewers: Benjamin Keatinge Dr
Page 140 and 141:
Iranda Bajrami, MA kanë qenë të
Page 142 and 143:
Iranda Bajrami, MA a state of c
Page 144 and 145:
Iranda Bajrami, MA to read and use
Page 146 and 147:
Iranda Bajrami, MA Classrooms were
Page 148 and 149: Iranda Bajrami, MA the characterist
Page 150 and 151: Iranda Bajrami, MA Not all the t
Page 152 and 153: Iranda Bajrami, MA reinforce studen
Page 154 and 155: Iranda Bajrami, MA References 1. Am
Page 156 and 157: Iranda Bajrami, MA Appendix A Facto
Page 158 and 159: Iranda Bajrami, MA Appendix B Obser
Page 160 and 161: Iranda Bajrami, MA 22. Classroom en
Page 162 and 163: Iranda Bajrami, MA Appendix C Stude
Page 164 and 165: Iranda Bajrami, MA 9. 10. 11. 12. 1
Page 166 and 167: Iranda Bajrami, MA Appendix D Teach
Page 168 and 169: Iranda Bajrami, MA 18. 19. 20. 21.
Page 170 and 171: Iranda Bajrami, MA Consistent with
Page 172 and 173: 172 Reviewers: Prof. Dr. Kadri Sule
Page 174 and 175: Mentor Hamiti, Visar Shehu and Agni
Page 194 and 195: 194 Reviewers: Prof. Dr. Robert Sch
Page 196 and 197: Assoc. Prof. Dr. Gezim Xhaferi and
Page 212 and 213: 212 Reviewers: Prof. Dr. Selim Jusu
Page 214 and 215: Fatmir Faiku, Haxhere Faiku, Murtez
show all

SEEU Review vol. 5 Nr. 2 (pdf) - South East European University

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?