Student motivation as decisive factor in process of ESP learning
| Author |
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| Date | Volume | Issue | Start Page | End Page |
|---|---|---|---|---|
2014 | 6(1) | 2 | 156 | 168 |
Straipsnyje nagrinėjama studentų motyvacija, jos įtaka mokymo/si procesui bei mokomoji veikla, kuri paskatintų nuolatinių studijų studentus lankyti specialybės anglų kalbos paskaitas. Siekiant išsiaiškinti, kuo sudominti studentus, buvo atliktas kiekybinis tyrimas. Straipsnyje pateikiama teorinės medžiagos analizė apie motyvacijos rūšis, apie metodus, padedančius sukurti tinkamą atmosferą ir sąlygas, reikalingus sėkmingiems rezultatams pasiekti. Tyrimo duomenys atskleidė, kad kai kurie studentai yra labiau motyvuojami išorinių motyvų, tokių kaip geras pažymys, papildomi taškai, diplomo gavimas, geresnės karjeros galimybės. Tačiau yra ir tokių, kurie dalyvauja veikloje dėl to, kad pati veikla jiems patinka (vidinė motyvacija), o tai lemia geresnius rezultatus. Todėl specialybės užsienio kalbos dėstytojai turėtų visada stengtis surasti veiklos, skatinančios studentus užsimiršti, jog jie mokosi.
T his paper aims at analysing students’ motivation, both intrinsic and extrinsic, its impact on learning / teaching process and the activities engaging full-time students into ESP classes. A quantitative research has been conducted to reveal how much our students are into the process of learning English and on its basis to develop strategies contributing to the improvement of their motivation and so the quality of the learning/teaching process. The article comprises a theoretical analysis carried out with the aim to determine a variety of methods which best facilitate the creation of an appropriate and favourable atmosphere and conditions for effective learning and teaching and encouraging students to achieve high results combining what is necessary, useful and required according to the syllabi with pleasure. The results of the research show that the degree to which some students are motivated to study is based on their expectations of how well studying will pay off in terms of a good grade, extra points, a day off from homework, a Bachelor’s degree diploma, better career opportunities, or some other tangible reward (extrinsic motivation). However, a certain amount of students participate in an activity for their own enjoyment (intrinsic motivation), which is more beneficial, as they are proved to work harder and produce work of higher quality if their motivation is more intrinsic rather than extrinsic. Therefore, teachers constantly need to look for the activities that would cheat their students in coming to ESP classes and the learning process is much more productive and effective if students participate in it for their own enjoyment and pleasure rather than for any tangible reward.