The Relationship Between Motivation and Language Learning Strategies in Foreign Language Learning: A Cognitive Perspective

Authors

  • Senka Majetic

Keywords:

motivational strategies, practitioners, techniques.

Abstract

In grappling with the subject of motivation in the foreign language classroom, we will eschew a discussion of its various types, as they have been researched. In this paper, we will briefly examine a variety of techniques, strategies and macrostrategies which teachers can employ in order to motivate their students. As Dornyei (2001: 116) notes, "teacher skills in motivating learners should be seen as central to teaching effectiveness". Even though there have been a lot of education-oriented publications providing taxonomies of classroom-specific motives, they fall short of offering an efficient guide to practitioners. Thus, our main goal is to familiarise any putative "practitioners" with a set of techniques and strategies (henceforward, "motivational strategies") for motivating foreign language students.


Author Biography

Senka Majetic

SENKA MAJETIĆ holds an MA in English and is a member of the Research Area in Association for Languages and Cultures. She was born in Zagreb, Croatia and currently works at the University of Bihać. She was the head of the English Language and Literature Department and lectured several courses Introduction to Linguistics, English language teaching methodology, ESP at the Mathematics and Computer Studies Department, Syntax: word classes, Syntax: sentence, Lector’s practice 3, 4, 5, 6. Her interests include film, popular literary genres, EFL curricular design, and interculturality in education.

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Published

2013-08-30

How to Cite

Majetic, S. (2013). The Relationship Between Motivation and Language Learning Strategies in Foreign Language Learning: A Cognitive Perspective. Asian Journal of Education and E-Learning, 1(3). Retrieved from https://ajouronline.com/index.php/AJEEL/article/view/291

Issue

Vol. 1 No. 3 (2013): August 2013

Section

Articles

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