Dörnyei, Zoltán, Kata Csizér Eötvös. Ten Commandments for motivating language learners: results of an empirical study. Thames Valley University and University, Budapest: Language Teaching Research 2,3 (1998); pp. 203–229.
Fera Komalasari. VA. E1D010002. English Department. Morning Reguler. 2012. FKIP. Mataram University
I SUMMARY
This article consists of Motivation which is related to important factor to the success of language learning process. The question arises here, how to motivate the language learner? Two hundred Hungarian teachers of English from various language teaching institutions were asked how important they considered a selection of 51 strategies and how frequently they used them in their teaching practice. Based on their responses we have compiled a concise set of ten motivational macrostrategies, which we have called the ‘Ten commandments for motivating language learners’. On the basis of the frequency data.
Ten commandments for motivating language learners:
1 Set a personal example with your own behavior.
2 Create a pleasant, relaxed atmosphere in the classroom.
3 Present the tasks properly.
4 Develop a good relationship with the learners.
5 Increase the learners’ linguistic self-confidence.
6 Make the language classes interesting.
7 Promote learner autonomy.
8 Personalize the learning process.
9 Increase the learners’ goal-orientedness.
10 Familiarize learners with the target language culture.
When trying to explain any success or failure in second language (L2) learning, the term ‘motivation’ is often used by teachers and students alike. We take the view that L2 motivation is one of the most important factors that determine the rate and success of L2 attainment: it provides the primary impetus to initiate learning the L2 and later the driving force to sustain the long and often tedious learning process. Without sufficient motivation, even individuals with the most remarkable abilities cannot accomplish long-term goals, and neither are appropriate curricula and good teaching enough to ensure student achievement.
II REVIEW
This review aims to show how the L2 motivation can contribute to the L2 learning process.
The role of motivation in SLA has been linked to attitudes, a n d research on attitudes and motivation has traditionally been associated with the names of Gardner and Lambert (1972). They suggested a distinction between instrumental and integrative motivation and their work has strongly influenced research (e. g. G a r d n e r, 1 9 8 5 ;Au , 1 9 8 8 ;G a r d n e r, 1 9 8 8 ;D ö r n y e i ,l 9 9 0 ; Crookes and S c h m i d t , 1 9 9 1 ; Gardner and MacIntyre, 1 9 9 3 ; Gardner and Tr e m b l a y, 1 9 9 4 b ; D ö r n y e i , 1 9 9 4 a , 1 9 9 4 b ; Clément e t a l. , 1 9 9 4 ; C o l e m a n , 1 9 9 5 ) . Gardner and Tremblay (1994a: 524) referred to the renewed interest as the ‘motivational renaissance’ and claimed ‘what is needed is empirical research’.
The role of motivation is taking a major part. The using of commands take a great value in Language learning process. It deals with component aptitude.
The component of aptitude that has received the greatest focus over the last 30 years is that of memory. Recent work in cognitive psychology has led to the concept of working memory, replacing the traditional conception of static short-term memory in which the emphasis was on the ability to store information passively (Carroll, 1962). Working memory is responsible for both manipulating and temporarily storing information (Baddeley, 1999).
III CONCLUSION
In conclusion, motivation from the teacher is very important to language learning process to the successful of learning. The using of ten commandments take a major concern in L2 process.
IV REFERRENCES
Nikolov, Marianne: 1999. ‘Why do you learn English’ ‘Because the teacher is very short.’ A Study of Hungarian Children’s Language Learning Motivation. Janus Pannonious University: Language Teaching Research 3.1 ; pp. 33-36.
Erlam, Rosemary: 2005. Language aptitude and its relationship to instructional effectiveness in second language acquisition. University of Auckland. Language Teaching Research 9,2; pp. 147–171.
