Project work: motivation and language-learningReport as inadecuate

Project work: motivation and language-learning - Download this document for free, or read online. Document in PDF available to download.

Materias : 550510 Filología570107 Lengua y literatura

Fecha de publicación : 1998

Fecha de depósito: 19-ene-2011

Tipo de documento: Artículo

En : LFE. Revista de lenguas para fines específicos. Las Palmas de Gran Canaria: Universidad de Las Palmas de Gran Canaria, 1993-.- ISSN 1133-1127.- n. 5-6, 1998-1999, p.271

Author: Huntley, SusanBoylan, Geraldine



Project work; motivation and language-learníng Susan Huntley a n d Geraldine Boylan Universidad de Las Palmas de Gran Canaria In the teaching of English as a second language, attitude to the target language and culture contributes to the degree of motivation in the student and there are, in fact, a variety of motivating factors that lead to the desire to communicate with speakers of the target language.
The teachers job is to set up the necessary framework for these motivating factors to come to the fore.
Project work outside the classroom can play a significant role in promoting a positive attitude to the second language and culture while, at the same time, providing the necessary conditions for language acquisition.
It also fulfils a number of other motivation-related purposes and can, in some cases, make the most of an environment which is particularly propitious to second language learning. It has been suggested that adults learn a second language through both sub-conscious language acquisition and conscious language learning - the former, according to S.
Krashen (1988) being the more important.
Relatad to these systems are what many have termed aptitude and attitude.
While aptitude seems to be connected to conscious learning, attitude relates to acquisition. Gardner and Lambert (1972) studied the effect of attitude on language learning and carne to the conclusión that certain altitudes to the target language and culture motivated the learner to a greater or lesser extent: «motivational variables.
determine whether or not the student avails himself of .
informal language contexts» (Gardner, Smythe, Clement, and Gilksman, 1976, p.
These attitudinal factors can facilítate the reception of input and what is heard can be used in turn in performance.
According to S.
Krashen, (1988), these factors «encourage acquirers to communicate with speakers of the target language, and thereby obtain the necessary input, or intake, for language acquisiti...

Related documents