Affective Variables in Second Language Acquisition: Motivation

One section representative of the affective variables in the learning process is motivation.

The motivated student, one who invests time and effort to carry out a pursuit that at the same time provides him satisfaction, has more probability to acquire a second language. The three characteristic components of motivation are the desire to reach certain goal, the invested effort and the satisfaction involved in the process.

How can the teacher help this process? Teaching with passion and purpose.

1. Show Learners the Bigger Picture

It's imperative for second language learners to understand the bigger picture and see how their time and efforts will eventually contribute to an end goal, which for some might be getting the ideal job, receiving a promotion, fulfilling a college requirement, or simply communicating more effectively across cultures.

Teachers can motivate learners by helping them highlight their purpose and providing them with tasks and projects that fit within that big picture. The result will be a much clearer vision of their end goals, plus an increase in their interest and dedication. Tailoring the curriculum and instruction to the student’s needs, learning styles and passions may accelerate the acquisition by strengthening their participation and perseverance to succeed.

2. Display positivity

A teacher’s positive energy can contribute greatly to the overall learning process. Students will engage and react more productively to an enthusiastic teacher who pumps energy through a dynamic curriculum. Lessons comprised of a variety of didactic but fun and original activities and resources will provide learners with the momentum to be interested and engaged in the learning process. The role of teachers in the coaching process––listening actively, interacting positively, seeking to encourage whenever there is an opportunity, and supporting them all the way to success––contributes to a positive and productive classroom environment, hence increased student engagement.

3. Set high standards and expectations

A teacher’s confidence in their students’ potential can increase motivation and self-belief in success. Letting students know you trust them in performing the best job possible and setting high expectations for them can go a long way on the path to learning. Establishing high but realistic and clear expectations will sustain a student’s motivation and self-efficacy. High expectation teachers include in their practices the following elements: A welcoming and supportive classroom environment, display of equality and equity in the classroom, positive and proactive classroom management, regular assessment and success criteria, and a customized curriculum adapted to a student’s needs and progress.

4. Align Milestones

Lofty ambitions require clear goals and measurable steps. Second language acquisition is a long and arduous journey in which milestones are essential to reach the final destination. Milestones are a required discipline to track progress and achieve targeted goals.

Teachers can make the learning process attainable by helping students create their own learning roadmap. Visual rubrics can identify where students are at the starting point, and how the teacher’s curated stepping stones will lead them to their desired goals. A teacher’s assessment and a student’s self-assessment helps determine the level of learning progress and provides a framework for steps to follow for improvement.

Assessment and feedback are the “Golden Rule” tools to improve language skills. A teacher’s feedback should reflect a student’s strength and areas for improvement, along with suggestions on how to meet the learning objectives.