LANGUAGE TEACHING AND MOTIVATION: A PSYCHOLOGICAL PERSPECTIVE

Authors

  • Saidaposhsho Azizova Author

Keywords:

Keywords: language teaching, motivation, psychological theories, second language acquisition, intrinsic motivation, extrinsic motivation, learner engagement.

Abstract

Abstract: motivation plays a pivotal role in language teaching and learning. It drives learners to persist in the often challenging process of acquiring a second or foreign language and deeply influences their success. Drawing from psychological theories such as intrinsic and extrinsic motivation, self-determination theory, and the socio-educational model, this article explores the interplay between motivation and effective language teaching. We examine strategies teachers can employ to foster motivation, including creating engaging learning environments, incorporating culturally relevant materials, and employing goal-setting techniques. The article also discusses barriers to motivation, such as anxiety and lack of self-efficacy, and offers evidence-based approaches to mitigate these challenges. By integrating psychological insights with practical teaching methods, this work aims to provide educators with a comprehensive understanding of how motivation shapes language learning outcomes.

References

1. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.

2. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.

3. Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.

4. Ushioda, E. (2011). Motivating learners to speak as themselves. Applied Linguistics, 32(2), 170-193.

5. Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon.

Published

2024-12-19

How to Cite

Saidaposhsho Azizova. (2024). LANGUAGE TEACHING AND MOTIVATION: A PSYCHOLOGICAL PERSPECTIVE. ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ, 59(11), 33-36. https://scientific-jl.org/obr/article/view/8707