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1、The Internet TESL JournalSustaining an Interest in Learning English and Increasing the Motivation to Learn English: An Enrichment ProgramSupyan Hussin, Nooreiny Maarof, and J. V. DCruzsupyan at pkrisc.cc.ukm.myUniversiti Kebangsaan Malaysia (Malaysia)This paper was originally presented at The Millen
2、nium MICELT 2000, 3rd Malaysia International Conference for English Language Teaching, 15-17 May 2000, Melaka , organized by Universiti Putra Malaysia.A persistent problem faced by many English teachers, especially the non-specialists, is the attempt to sustain genuine interest in continuing to lear
3、n English and to use the English language once the examinations are over. Teachers have to create a healthy balance between preparing students for the standardized examinations and for life-long language skills. One solution is to develop a continuous program which includes an integrated in-class an
4、d out-of-class language activities that help nurture student language skills. Within the program, an environment, which is rich with language input, is thus provided. The program requires the retraining of in-service teachers who are provided with a framework within which they can apply new techniqu
5、es in language teaching. The presenters will draw upon their experience in conducting a retraining of 77 teachers in Pahang whereby an enrichment program was introduced. Feedback received from the training group supports the use of enrichment programs, which make use of on-going activities within th
6、e school English language curriculum.IntroductionThe famous proverb Dont give your students fish, but teach them how to fish is perhaps true in language teaching. But how do we go about teaching them the language skills so that they become more interested in learning the language? Also how do we mai
7、ntain their interest in language learning when English is not seen as important for their immediate needs other than to pass the examinations? Often, English language teachers who subscribe to the behaviorist approach to language teaching adopt the Audiolingual Method (ALM) or Direct Method which fo
8、cus on forms and accuracy of the students?output or performance. Thus, many teachers are found drilling the students with continuous grammatical exercises especially at the primary school level. Despite exposure to training in the communicative approach, may teachers still avoid practicing the appro
9、ach because the communicative component, i.e. oral communication makes up only ten percent of the exam score on the English test. In other words, many teachers are more interested in training students how to read and write well in addition to teaching students to master the grammar component of the
10、language.Although the drill-and-practice approach has some advantages in language teaching, it however does not help the students to master the language in the long run. Often, we find students who become good test-takers, and yet they are not able to speak and write competently when they graduate f
11、rom high schools. What is more important is that teachers realize that given an environment (in rural areas) where the English language input is limited and non-conducive to learning the target language, teachers need to find creative ways to teach the language and increase the students motivation t
12、o learn the language and to eventually appreciate the language. Undoubtedly, possessing some knowledge about various language teaching methodologies (e.g. ALM, Direct Method, Grammar-Translation, Suggestopedia, Community language Learning, Natural Approach, Total Physical Reponses, Communicative met
13、hod) is crucial, but it is more important for teachers to know what the most appropriate approach to teaching the language in that particular environment is and what activities are suitable for a given group of learners.Based on our general observation of language teaching in schools, at least in th
14、e Maran District schools where we conducted our language teaching workshops, teachers tended to ignore the importance of such factors as positive self-concept, high self-esteem, positive attitude, clear understanding of the goals for language learning, continuous active participation in the language
15、 learning process, and the relevance of a conducive environment that could contribute to the success of language learning. In most cases, teachers are worried about how to drill the students to obtain high scores on the English paper in the national examination. The problem for many English teachers
16、, especially the non-specialists, is how to encourage genuine interest among students to continue to learn and use the English language once the examinations are over. The question that needs to be addressed is how do teachers create a healthy balance between preparing students for the standardized
17、examinations and for life-long language skills.MotivationGardner and Lambert (1972) introduced the notions of instrumental and integrative motivation. Instrumental motivation refers to the learners desire to learn a language for utilitarian purposes (such as employment or travel or exam purposes) in
18、 the context of language learning. On the other hand, integrative motivation refers to the desire to learn a language to integrate successfully into the target language community. In later research studies, Crookes and Schmidt (1991), and Gardner and Tremblay (1994) explored four other motivational
19、orientations: (a) reason for learning, (b) desire to attain the learning goal, (c) positive attitude toward the learning situation, and (d) effortful behavior. Many theorists and researchers have found that it is important to recognize the construct of motivation not as a single entity but as a mult
20、i-factorial one. Oxford and Shearin (1994) analyzed a total of 12 motivational theories or models, including those from socio-psychology, cognitive development, and socio-cultural psychology, and identified six factors that impact motivation in language learning: Attitudes (i.e., sentiments toward t
21、he learning community and the target language) Beliefs about self (i.e., expectancies about ones attitudes to succeed, self-efficacy, and anxiety) Goals (perceived clarity and relevance of learning goals as reasons for learning) Involvement (i.e., extent to which the learner actively and consciously
22、 participates in the language learning process) Environmental support (i.e., extent of teacher and peer support, and the integration of cultural and outside-of-class support into learning experience) Personal attributes (i.e., aptitude, age, sex, and previous language learning experience)Based on th
23、is brief discussion, we believe that teachers are able to drive the students to learn the language and to sustain students?interest in language learning if they can provide activities that are: interrelated between in-class and out-of class language activities communicative (game type) integrative (
24、short/small activities form larger activities) pleasant, safe and non-threatening enthusiastic group-based meaningful or relevant challengingThese activities help promote: self-confidence experiences of success learning satisfaction good relationships among learners and between teacher and studentsA
25、n Enrichment ProgramResearch has shown that factors such as positive learner and teacher attitudes, which are interrelated to motivation, must be sustained for successful transfer of language learning (Finocchiaro, 1982; Ngeow, 1998). To foster positive attitudes and to motivate learning, in particu
26、lar, the learning of English as a Second Language, an environment conducive to learning must be created. Factors that help create such an environment include: a learning situation that has a low affective filter (Krashen, 1987) whereby the learners learn to use the language in a non-threatening and
27、fun environment. Otherwise, learners will feel uncomfortable and insecure which will further induce a psychological barrier to communication and learning (Littlewood, 1995) providing various types of input which are auditory, visual, sensory, verbal and non-verbal in nature and input which is compre
28、hensible or a little beyond the level of the learner ( i + 1) providing a continuous and consistent exposure to the language being learned an environment where the teachers and the students are supportive and encouraging having access to situations wherein students are able to use the language as a
29、natural means of communication (Littlewood, p. 58, 1995)These factors should be present in any language learning program. The enrichment part of a language curriculum must encompass these factors which encourage successful transfer and learning of the target language. A language enrichment program s
30、hould not be seen as separate from the school curriculum. Instead, it needs to complement and strengthen the development of language proficiency of students in schools. Therefore, what occurs in the language classrooms must be extended beyond the walls of the classrooms so that a link is created bet
31、ween what is learned in the classrooms with what occurs outside of the classrooms. A healthy balance has to be created between the immediate needs of examinations and the long-term needs of communicative competence. Furthermore, within an enrichment framework other interrelated factors such as the t
32、eachers?philosophy, theories, and experience of the language; the contemporary climate of the teaching situation (which is affected by such factors as the political, economic, and technological advances of the country); the available teaching aids and materials ; and the constant demand to prepare s
33、tudents for the standardized exams all play interconnected roles within the school language curriculum (See Appendix A for a diagram of the framework).Within the enrichment program, various activities and tasks are prepared which require active participation of the learners. Some examples of such ac
34、tivities include: a reading program with such tasks as writing a synopsis, journal, and compiling vocabulary lists language immersion projects such as language camps and visits a specific day or week or month or time and space devoted to the use of the language such as an English zone, spelling bee
35、competition, story-telling corner, read-to-me corner, essay and drama competition, poetry reading at the general assembly, etc. a network of people who could provide the constant input of the language such as pen pals, teacher mentors, conversation partners and so forthThese activities are supported
36、 by classroom or school environments that provide simple strategies to encourage the use of the language such as murals, labels in and around the school, consistent exposure to language competitions (choral speaking, scrabble, etc.) and English notice board (interactive in that learners can pose que
37、stions or reply to questions). All these need to be given acknowledgment and recognition in the form of rewards and encouragement (e.g. prizes, public mention, etc.) to motivate and sustain interest in the use of the language. It should be pointed out here that the main emphasis of this enrichment p
38、rogram is more on the process of learning rather than the performance of learning. It is hoped that a series of language activities, in-class as well as out-of class, will lead the students to a successful language acquisition process.A Report on Our Teacher Training WorkshopsThe purpose of the teac
39、her training workshops was to exchange ideas and experience as well as update teachers?knowledge and skills on language teaching and learning. Some teachers who have been teaching over a period of time may need to update themselves with the current teaching-learning trend. Some others, especially, t
40、he non-trained teachers, lack knowledge, skill, and experience and may still need some general exposure on effective teaching techniques that could be carried out in their schools. The training workshops, involving 77 English teachers from the Maran District, were conducted in Jengka during the scho
41、ol holidays. With the help of the Maran Education District Office, the teachers were selected from several schools to participate in the training workshop. These workshops were initially meant for teachers who were not English majors and those who have taught English for less than two years. The tea
42、chers were divided into three groups: primary, lower secondary, and upper secondary. However, because there were not enough teachers who were not English majors, other English teachers were also asked to participate. Table 1 shows the academic background of the teachers and Table 2 depicts the numbe
43、r of years that the teachers had been teaching. A majority had taught for less than 3 years. Table 1: English Teachers Academic QualificationAcademic QualificationPrimaryN=29Lower secondaryN=23Upper secondaryN=25English/TESL Degree1115Non-English/TESL degree with Dip. Ed. (English/TESL)64Non-English
44、/TESL degree64English/TESL Teaching Certificate212Non-English/TESL Teaching Certificate8Table 2: Years of English Language Teaching ExperienceYearsPrimaryN=29Lower secondaryN=23Upper secondaryN=251-31611144-66447-92219-11123More than 11443The three workshops, each run consecutively over three days,
45、were fully funded by Lembaga Kemajuan Wilayah Jengka (LKWJ) or the Jengka Development Authority, a governmental body responsible for the welfare and the development of the Jengka district in Pahang. LKWJ has been working hard to raise the educational level and the economic standards of the Jengka se
46、ttlers. The majority of the settlers in Jengka grow palm oil and rubber trees under the governments Federal Land Development Authority (FELDA) scheme.Contents of the Training WorkshopsThe overall design of the workshop comprised three main parts. Part OneThe first part consisted of an introductory s
47、ession whereby the teachers participated in a number of ice-breaking activities, and were provided with an overview of the objectives of the workshop. The purpose of the introduction session was to provide the participants with a sense of purpose and commitment and to allow an opportunity for them t
48、o get acquainted with each other. The session was necessary to ensure that all participants were comfortable and were ready to participate in the activities to be conducted. At this initial stage, the teachers were also requested to fill-in a form in which they provided information on their personal
49、 and academic background. Part TwoThe second part of the workshop consisted of a session which was designed to expose the teachers to established and current literature on the theoretical content of teaching and learning a language, in particular, content background knowledge on ESL pedagogy. The teachers were asked to answer a writ
