The Concept of Correlation Between Motivation and Vocabulary Mastery
Vocabulary
is viewed as a major part of language proficiency as it allows learners to use
four language skills: listening, speaking, reading, and writing. This importance
is recognized whether the language in question is a first, second, or foreign
language. According to Tseng and Schmitt (2008, p. 358) Teaching materials that
raised learners’ interest and motivation led to better word learning and
demonstrated that both integrative motivation and instrumental motivation can
facilitate vocabulary learning. Indeed, given the significant role that
motivation plays in language learning, further research needs to be undertaken
to systematically examine its effect on the vocabulary learning process.
Deng,
(2010, p. 15) point out the students are expected to be persistently motivated
in vocabulary learning, to engage in vocabulary instruction, meet vocabulary
learning standards to pursue required accomplishment. Central to understanding
students’ behaviors and emotions in vocabulary learning activities, students’
motivation is a necessary step toward indentifying the factors that affecting
students’ behaviors and emotion in vocabulary learning. Motivation is what
activates behavior and helps individuals persist in given tasks.
Bočková (2007, p. 25) One of the factors that have
a very strong effect on success or failure in
learning is motivation. It is not easy at all to find the right
and most apposite characteristic
for motivation. In other words it could simply
be said that without motivation there would students produce no action,
activity or doing and consequently there would be no effort developed to acquire any knowledge. Besides motivation, learning
and acquiring vocabulary and grammar there is another crucial aspect of
language teaching/learning. It is a
necessity of regular feedback on development and success in students’
performance of the language.
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