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Chapter 1: Why do people learn languages?

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Lourdes Martinez

on 18 January 2013

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Transcript of Chapter 1: Why do people learn languages?

Why do people
learn languages? There are a number of different reasons for language study: a) School curriculum b) Advancement c)Target language community (TLC) d) English for Specific Purposes (ESP) e) Culture f) Miscellaneous Probably the greatest number of language students in the word do it because it is on the English curriculum whether they like it or not. a) School curriculum b) Advancement Some people want to study English because they think it offers a chance for advancement in their professional lives. English has become in an international language of communication. c) Target Language Community The students need to learn English to survive, because in place where they are living in, is a English-speaking country. d) English for Specific Purposes It has been applied to situations where students have some specific reason for wanting to learn the language. English for Occupational Purposes (EOP) English for Academic Purposes (EAP) English for Science and Technology (EST) e) Culture Some students study a foreign language because they are attracted to the culture of the TLCs f) Miscellaneous Many other reasons:
For fun
Because their friends are learning the language. Success in language learning Why are some students successful at language learning whilst others not? Motivation Extrinsic motivation Intrinsic motivation Students who really want to learn will successed whatever the circumstances in which study.
The motivation that students bring to class is the biggest single factor affecting their success.
Language leraners who are motivated perceived goals of various kinds. Long term goals might have something to do with a wish to get a better job, etc.
Motivated students with long-term goals are probably easier to teach. Short-term goals might include such things as wanting to pass an end-of-semester test or wanting to finish a unit in a book. Factors outside the classroom:
Integrative motivation: Attracted by the culture of a TLC.
Instrumental motivation: Students believe that mastery of the target language will be instrumental in getting them a better job, position or status. Takes place inside the classroom:
Physical conditions: Teachers should presumably try to make their classrooms as pleasant as possible.
Method: If the students find deadly boring they will probably become de-motivated, whereas if they have confidence in the method they will find it motivating.
The teacher: They clearly need to be able to show that they know their subject.
Success: The students' success or failure is in their own hands. Motivational differences Children: They are curious and this is motivating. Their span of attention is less that of an adult.

Adolescents: They will probably not be inspired by mere curiosity, and teacher approval is no longer of vital importance.
Adult beginners: Negative teacher attitud can have disastrous effects on students' motivations.
Adult intermediate students: The teachers job would seem to be that of showing the students that there is sitll a lot to learn.
Adult advanced students: The teacher has a responsibility to point this facts out and to show the students what it is they will achieve at this level. Children learning English
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