Demotivators of Japanese English-as-a-Foreign-Language
Learners ' Oral Fluency The increasing use of English in global business and international communication has led many countries to emphasize English as a foreign language (EFL) in their education systems. In Japan, compulsory English education extends from elementary school to high school. However, oral fluency continues to be a weak point in Japan’s education system when compared to written and reading skills. One possible reason for this may be as Hatano (2012) claims, “the purpose of education (in Japan) has become geared toward the acquisition of decontextualized knowledge and the skills required to achieve high scores on standardized tests” (124). The lack of a practical knowledge …show more content…
According to Dornyei (1994), “motivation is one of the main determinants of second/foreign language (L2) learning achievement” (273). Song (2002) goes further to claim that:
“Research shows that motivation directly influences how much students interact with target language speakers, how much input they receive in the target language, how often they use L2 (second language) teaming strategies, how well they do on curriculum-related achievement tests, how high, their general proficiency level becomes, and how long they persevere and maintain L2 skills after language study is over” (Song, 2002, p. 2)
Thus, motivation can be described as a desirable trait in learners to ensure academic success. Gardner defines motivation as being “the fuel or energy that runs the engine of learning” (1985, p. …show more content…
Learners who are socially motivated may be affected by an initial loss of L1 identity from two main threats to that Norton identifies: “anxiety and self-confidence influence the extent to which learners create and respond to opportunities in learning a new language.” (2000, p.122). Anxiety serves as a demotivational factor to integrative-motivated learners because of their want to be socially accepted, and as Norton (2000) states, “identity references the desire–the desire for recognition, the desire for affiliation, and the desire for security and safety” (p.8) Therefore, high levels of anxiety-inducing factors in the learning environment will serve to demotivate students and dissuade any risk-taking in communication activities by removing a sense of security. The inability to express opinions and desires fully in the L2 threatens one’s sense of self and can result in a negative self-esteem (Horowitz, Horowitz, & Cope, 1991). The resulting negative self-esteem demotivates the learner because it carries with it negative emotions which affect what the learner believes about their ability to learn
Learners ' Oral Fluency The increasing use of English in global business and international communication has led many countries to emphasize English as a foreign language (EFL) in their education systems. In Japan, compulsory English education extends from elementary school to high school. However, oral fluency continues to be a weak point in Japan’s education system when compared to written and reading skills. One possible reason for this may be as Hatano (2012) claims, “the purpose of education (in Japan) has become geared toward the acquisition of decontextualized knowledge and the skills required to achieve high scores on standardized tests” (124). The lack of a practical knowledge …show more content…
According to Dornyei (1994), “motivation is one of the main determinants of second/foreign language (L2) learning achievement” (273). Song (2002) goes further to claim that:
“Research shows that motivation directly influences how much students interact with target language speakers, how much input they receive in the target language, how often they use L2 (second language) teaming strategies, how well they do on curriculum-related achievement tests, how high, their general proficiency level becomes, and how long they persevere and maintain L2 skills after language study is over” (Song, 2002, p. 2)
Thus, motivation can be described as a desirable trait in learners to ensure academic success. Gardner defines motivation as being “the fuel or energy that runs the engine of learning” (1985, p. …show more content…
Learners who are socially motivated may be affected by an initial loss of L1 identity from two main threats to that Norton identifies: “anxiety and self-confidence influence the extent to which learners create and respond to opportunities in learning a new language.” (2000, p.122). Anxiety serves as a demotivational factor to integrative-motivated learners because of their want to be socially accepted, and as Norton (2000) states, “identity references the desire–the desire for recognition, the desire for affiliation, and the desire for security and safety” (p.8) Therefore, high levels of anxiety-inducing factors in the learning environment will serve to demotivate students and dissuade any risk-taking in communication activities by removing a sense of security. The inability to express opinions and desires fully in the L2 threatens one’s sense of self and can result in a negative self-esteem (Horowitz, Horowitz, & Cope, 1991). The resulting negative self-esteem demotivates the learner because it carries with it negative emotions which affect what the learner believes about their ability to learn