Motivation and Attitude: Two Important Non-Intelligence Factors to Arouse Students’ Potentialities in Learning English

Yi Liu

Faculty of Freshman Education Department, Yangtze University, Jingzhou, China.

DOI: 10.4236/ce.2014.514140                

Abstract

This paper discusses how to arouse students’ potentialities in learning English by using two important non-intelligence factors: motivation and attitude. With the need to address the diversity of language learners in the contemporary ESL context, the value of non-intelligence factors cannot be underestimated. There are several non-intelligence factors that influence success or failure in English learning, but the two major ones include motivation and attitude. Motivation drives students towards a desired goal, while attitude shapes students’ perceptions of the curriculum, peers, as well as the instructor. It is important for language educators to recognize the value of these factors if quality outcomes in terms of English learning are to be delivered.

Keywords

English Learning, Motivation, Attitude

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1]	Bain, S. et al. (2010). Learning Aptitudes, Attitudes, Attributions, and Achievement of Postsecondary Students Identified as Gifted. Journal of Advanced Academia, 22, 130-156. http://dx.doi.org/10.1177/1932202X1002200106
[2]	Dornyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom. The Modern Language Journal, 78, 273-284. http://dx.doi.org/10.1111/j.1540-4781.1994.tb02042.x
[3]	Dornyei, Z., & Schmidt, R. (2001). Motivation and Second Language Acquisition. University of Hawaii, Manoa: Second Language Teaching & Curriculum Center.
[4]	Gardner, R. (2010). Motivation and Second Language Acquisition: The Socio-Educational Model. New York: Peter Lang Publishing.
[5]	Gu, M. (2009). The Discursive Construction of Second Language Learners’ Motivation: A Multi-Level Perspective. New York: Peter Lang Publishing.
[6]	Kong, Y. (2009). A Brief Discussion on Motivation and Ways to Motivate Students in English Language Learning. International Education Studies, 2, 145-149. http://dx.doi.org/10.5539/ies.v2n2p145
[7]	Kuhlemeier, H., Van Den Bergh, H., & Melse, L. (1997). Attitudes and Achievements in the First Year of German Language Instruction in Dutch Secondary Education. Modern Language Journal, 80, 494-508. http://dx.doi.org/10.1111/j.1540-4781.1996.tb05471.x
[8]	Lins, T. (2006). Motivation and Second Language Learning. Norderstedt: GRIN Verlag.
[9]	Mantle-Bromley, C. (1995). Positive Attitudes and Realistic Beliefs: Links to Proficiency. The Modern Language Journal, 79, 372-386. http://dx.doi.org/10.1111/j.1540-4781.1995.tb01114.x
[10]	Mao, Z. (2011). A Study on L2 Motivation and Applications in Reading Class in Senior High School. Theory and Practice in Language Studies, 1, 1731-1739.
[11]	Morgan, J., & Fonseca, M. (2004). Multiple Intelligence Theory and Foreign Language Learning: A Brain-based Perspective. International Journal of English Studies, 4, 119-136.
[12]	Nakata, Y. (2006). Motivation and Experience in Foreign Language Learning. New York: Peter Lang Publishing.
[13]	Ochsenfahrt, K. (2012). Motivation as a Factor in Second Language Acquisition. Norderstedt: GRIN Verlag.
[14]	Paton, A. (2009). Teaching English to Speakers of Other Languages: A Teacher Education Handbook. New York: McGraw-Hill.
[15]	Pintrich, P. R., & Schunk, D. H. (2002). Motivation in Education. Englewood Cliffs, NJ: Prentice Hall.
[16]	Saville-Troike, M. (2006). Introducing Second Language Acquisition. Cambridge: Cambridge University Press.
[17]	Sheorey, R. (2006). Learning and Teaching English in India. Delhi: Sage Publications.