This research paper gives a study of Methods of teaching ESL by comparing Dörnyei’s approach for forming intrinsic motivation with Brown’s guidelines for introducing the ESL classroom with intrinsically motivating dynamics. Further, this study takes into consideration Maslow’s hierarchy of needs and gives a detail of insinuation brought on his hierarchy of need.
Comparison between Dörnyei’s Approach and Browns Guidelines
Motivation is the solution to all learning. Absence of motivation is possibly the prime complication faced by many mentors, and parents. Behavioral troubles always seem to be connected with the lack of motivation. The central inspiration of motivation is to confine the child’s concentration and interest and direct their energy towards learning. Intrinsic motivation is motivation from inside the student.
Zoltan Dörnyei presents a perceptive set of strategies for manifesting what he refers to as “Basic Motivational Conditions”, (Pg 94) in a classroom based on a study of Hungarian Foreign language teachers. These strategies cover some of the recommended actions that ought to be taken by teachers in order to create intrinsic motivation in their students. Here we compare Dörnyei strategies with Browns Guidelines on motivating students in the right direction.
Dörnyei strategies tell us that a teacher should always express and talk about his/her own eagerness for the course substance and make sure that your student feels it influences your personality too. Take students growth very seriously. But according to Browns theory, taking progress seriously does not imply that you make your student reliant on your praise and admiration.
Dörnyei stresses that a teacher should develop a friendly relationship with students which will ultimately lead to a pleasant and friendly classroom atmosphere. Regarding this point, Browns guidelines states that healthy relationship enables student to make his/her own choices in activities, topics and discussions. If a student feels nervous in teachers presence, than that is in no way a healthy relationship. Dörnyei believes that teacher should not only be collaborative with students but with their parents too. Promote the atmosphere of group unification and have it persistently observed. Brown guidelines state that teachers are enablers and not rewards. Let student make their goals and take it as a challenge with oneself. That way, they feel less like a puppet. Motivate them into concentrating on material which is not just verbs and nouns but have a meaning and purpose. Lastly, brown claims that Test are very important in a student’s growth and can be intrinsically motivating.
Maslow’s hierarchy of needs and it Implications
Maslow’s hierarchy of needs is a hypothesis in psychology, projected by Abraham Maslow in his 1943 paper “A Theory of Human Motivation”
Maslow’s hierarchy of needs is listed in order of significance. It compromises of five levels: the topmost level is related to self-actualization requirements, particularly uniqueness and aim, where as the lowest level is linked with physiological needs. The bottom four are called “deficiency needs” or “D-needs”: physiological needs, security and protection, affection and fitting in and value. Except for physiological needs, if deficiency needs are not fulfilled, person’s physical self gives no sign that person feels nervous and edgy. The higher needs are to be taken care of only when lower needs are satisfied. (Pg 86)
Maslow’s hierarchy is sometimes one of the initial hypotheses taught to advertising students as a foundation for perceiving customers cause for action. Maslow’s theory was observed as a progress over earlier theories of behavior and incentive, and has its implications. It insinuates that for higher needs to be fulfilled, the lower needs, which are strictly physical, should be met first. Maslow’s pyramid of needs explains to us that what possibly can be incorrectly perceived as everyday classroom practices can really be essential signs and actions to motivation for achieving higher goals. (Pg 87)
Methods of teaching ESL. Intrinsic Motivation in the class room (chapter 5) page 84-95