Makhanova B

Makhanova B.D.

Taraz State Pedagogical Institute, Kazakhstan

THE IMPORTANCE OF MOTIVATION IN TEACHING PROCESS

What is motivation? Motivation is defined as "some kind of internal drive which pushes someone to do things in order to achieve something". A motivation is a term that is used to define the success or the failure of any complex task. Steers and Porter (1991:6) deal with three matters while discussing motivation.

Motivation is thought to be responsible for "why people decide to do something, how long they are willing to sustain the activity and how hard they are going to pursue it".

"To be motivated means to be moved to do something". Unlike unmotivated people who have lost impetus and inspiration to act, motivated people are energized and activated to the end of a task. "Interest, curiosity, or a desire to achieve" are the key factors that compose motivated people. However, they believe that arousing interest is not enough to be motivated. This interest should be sustained. In addition to this, time and energy should be invested and the effect which is required needs to be sustained so as to reach the aim.

Motivation is a kind of driving force that makes one to react. In teaching, Motivation is used in order to urge, energize, directs or sustain one’s behavior which will eventually make an individual achieve a higher remarks on learning. Students differ from the way they are motivated, there are those poorly motivated students and there are those highly motivated. Highly motivated students actively participates in the class activities. They procure over additional references, curiously examining, volunteer to any works, and their facial expressions often show satisfaction over an award.
On the other hand, poorly motivated students stock to the seat during a class discussion. They looked uninterested in their facial expressions. They tend to bother others rather than to listen. They cannot simply follow simple instruction that was given and they often leave the learning task undone.

There are two kinds of motivation; the Intrinsic Motivation and the Extrinsic Motivation.

Intrinsic Motivation is also called as internal motivation. It came from individual’s inner selves. It is influenced with the innate values as well as the attitudes of the student.

Extrinsic Motivation is also called as external motivation. It originates from the outside environment of the student. It is often times take the form or recognitions, incentives as well as rewards. When an individual knows the abilities as well as the interest of the learner, it is easy for him/her to raise the learner’s level of motivation.
There are general suggestions or strategies that makes the increase of the learner’s level of motivation. One is by employing a variety of teaching strategies, or by narrating a strong or reciting a poem that is related to the lesson. Having a good sense of humor will also help gain positive reaction, knowing when and how to make the learner smile. It is also good to have a pleasing personality. Students can be motivated to follow instructions with teacher who have warm and sincere personality.
Planning lessons that will arouse learners curiosity is also a good strategy. Preparing lessons that will allow the learners to manipulate objects such as tools and equipments can also arouse the level of motivation. Introducing a game which is educational also arouse the level of motivation. Having a film showing activity or using other related media is also a good suggestion. There are also some highly-motivated teaching activity that could be used such as role-playing, simulation, drama presentation as well as musical show.

Motivation is an important factor in teaching-learning activity to enhance the learners interest in the educational processes. Motivate students to do their best with the right techniques.

Young students deserve recognition when they follow directions, pay attention during instructional time and complete homework assignments. There are many ways to use positive reinforcement to motivate students to practice good behavior. These rewards can be both tangible and intangible. Students demonstrate a better attitude towards schoolwork and learning when they are motivated. When the students are motivated, the teacher will view the students and her/her job with a more positive outlook which will lead to better teaching. There are two ways of motivatios: Intrinsic motivation. The main idea of motivation is to capture the child’s attention and curiosity and channel their energy towards learning. Intrinsic motivation is motivation from within the student. An intrinsically motivated student studies because he/she wants to study. The material is interesting, challenging and rewarding, and the student receives some kind of satisfaction from learning. To have an intrinsically motivated student is the goal of all motivational development.

Extrinsic motivation. An extrinsically motivated student studies and learns for other reasons. Such a student performs in order to receive a reward, like graduating or passing a test or getting a new shirt from his or her mother, or to avoid a penalty like a failing grade. Here is a description of one of extrinsically motivated students. She is a very good student, and actually shows signs of being intrinsically motivated, but in general she is inclined to put forth the minimal effort necessary to get the maximal reward. When she is given an assignment in class, she often tries to chat with her friends or fails to get started, but if the teacher says this will be taken up and graded, she is often the first one to finish. Her intrinsic motivation shows when the material is of great interest to her, or something she feels strongly about. Also, if the teacher can get her curious about something, without her being distracted, she works hard at it. She performs well if she is given a task where she has control, the task is very clear, and she is involved in the dynamics of the class. It seems that when intrinsic motivation is low or absent, extrinsic motivation must be used. Becoming intrinsically motivated. There are many ways teachers can help their students become intrinsically motivated:

– There should be a mild level of anxiety, or “low affective filter” in the classroom and in the whole learning environment. The attitude the student has towards the learning environment, the teacher, the material, and towards him/herself all affect this level of anxiety. A student will find it difficult to perform in a stressful environment.

– Proper classroom explanation is needed by the teacher, so the students can well understand what is expected of them. In the EFL classroom it is more apt to create anxiety because the explanations are given in another language that takes even more effort by the students to comprehend than their own language. A well-planned lesson is essential. The teacher must be creative and flexible. Depending on the nature of the class and the students’ levels, the dynamics of the class must be appropriate. The lessons must be very simple, yet funny and interesting, with a lot of changes from a writing exercise, to speaking, listening, back to writing, and so on, all in the same class.

The material must also be relevant to the students. Try to use vocabulary that the students can relate to and material they would find interesting.

Another important aspect of improving the intrinsic motivation of the students is to be a caring teacher. Although guidelines and rules must be set and understood by the students, and if they cross the guidelines and punishment follows, the teacher must be approachable and understanding. Students must feel the teacher is genuine and supportive, and the students’ values and opinions will be respected. Teachers must be kind and listen fairly to the students, and be patient when they don’t understand. A caring teacher tries to develop a relationship with the students. If the teacher sees potential in all students, and communicates this well to the students, they will in return build a desire to learn and participate.

In conclusion, lack of motivation may cause teachers to be less successful in teaching a foreign language. Unreasonable demands of administrators, discouraging team spirit, neglecting rewards, financial problems are the factors related to demonization. It should not be forgotten that every teacher is not motivated entirely by the same demands and needs. Job satisfaction of each employee is different from the other. Without having intrinsic motivation, lack of success is inevitable. If there are not any factors motivating teachers, the productivity will decrease dramatically. It is obvious that intrinsic rewards outweigh extrinsic ones in educator motivation and job satisfaction.

Grammar references:

1. Chirkov V. I. Motivation of teaching process.

2. Vigotsky. L.S. Mind in society: The development of higher psychological processes.

3. http://iteslj.org/Articles/Suslu-TeacherMotivation.html