Improving the Motivation of Unsuccessful Learners in the Japanese High School EFL Context.

Autor/in	Atsuta, Hiromi
Titel	Improving the Motivation of Unsuccessful Learners in the Japanese High School EFL Context.
Quelle	(2003), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Environment; Cognitive Style; Cooperative Learning; English (Second Language); Foreign Countries; Learning Motivation; Learning Strategies; Relevance (Education); Second Language Learning; Secondary Education; Self Esteem; Student Motivation; Japan + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Cognitive styles; Kognitiver Stil; Kooperatives Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Motivation for studies; Lernmotivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Relevance; Relevanz; Zweitsprachenerwerb; Sekundarbereich; Self-esteem; Selbstaufmerksamkeit; Schulische Motivation
Abstract	This paper discusses how to motivate unsuccessful English-as-a-Second-Language (ESL) learners in Japanese high schools. The first section examines the current status of teaching ESL to Japanese high school students. The second section focuses on how to motivate unsuccessful ESL learners (employing motivational strategies, creating a comfortable atmosphere, building students' confidence, making students more responsible for their learning, making the materials relevant to the students, teaching students learning strategies, and promoting cooperative learning). The third section offers practical suggestions for classroom application (applying learning styles theory, applying task-based learning, sample task-based learning lesson plan, and using first and second languages in instruction). The paper concludes that the best way to motivate unsuccessful ESL students is to use a variety of motivational strategies, incorporate these strategies into communication activities, and take students' learning styles into consideration. (Contains 18 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC