Language is the means by which individuals organize and communicate our thoughts. The world today is therefore connected by the different languages spoken and used in various places. Learning a new language means an individual has to understand the basic rules for words as well as how they are combined. The rules and structure of a language differ depending on its origin. The reasons as to why second languages are taught are to broaden an individual's linguistic understanding, expand one's life as it is possible to live a second life if an individual can communicate in a foreign language and to be able to make money through the knowledge of this new language. Second languages are taught by first structuring the class ensuring that when things get tough a student still has a place to lean on. It's also important to follow the basic structure while teaching. Questions and games help while coming up with a structure as they entertain and motivate the learner. Lastly, it is important to experiment with a classroom setup. This research paper explores the learning and teaching theories and the reasons as to why and how we teach second languages. The theories vary as they have different topics under them. The paper discusses the motivation of learning a topic under learning theory and also includes a summary of three teaching methodologies, how the methodologies came to be and how they are being used.
Learning theories are intangible frameworks illustrating how information is taken in, processed and reserved during learning. There are various factors that play a major role in how we learn a second language including age, sensory abilities, personality, emotional factors, cognitive and environmental issues. Learning theory has various topics under it e.g. sensory preferences, the motivation for learning, biological differences, acquisition and personality types.
Delegate your assignment to our experts and they will do the rest.
Motivations for Learning
Motivation discusses the why of a behavior. "Why do we participate in certain behaviors and have certain feelings and opinions about these behaviors but not others? Are we not motivated? Are we motivated by or for something else?" (Deckers, 2010). People will motivate themselves to achieve a goal or to change an action of behavior e.g. he/she will obtain a degree and once received the motivation shows the reward, a good job. This type of motivation will lead to a balance regarding motivation and behavior. Another way to look at motivation and behavior is on a negative and positive attitude. One can develop a positive attitude to gain that university degree or can take a negative attitude and drop out. This will stem from the behavior and motivation action an individual takes.
One of the acknowledgments which are very important is the external and internal sources of motivation. Behavior does not occur unless this is present (Deckers, 2010). Because there are many different variables pushing and pulling an individual in different directions, these forces will come to equilibrium and this will make them who they’ll be.
Sources of motivation for learning
Motivation can be caused by different variables that are biological or psychological resulting in either internal or external motivation. Psychological variables are qualitative and include sadness, anxiety or happiness and may express through a sad face or a smile or even fatigue (Deckers, 2010). Environment variables are external sources, in this case, a pull motivation or characteristics of incentives and goal making. Positive characteristics pull/ attract individuals while negative characteristics repel individuals. Motivation can also be looked at as either intrinsic or extrinsic motivation. Intrinsic motivation the pleasure of doing something without any external rewards and extrinsic is what one is looking to accomplish (Deckers, 2010).
Motivation is exhibited in Behavior
Individuals are different in their own way by possessing the same exhibits of behavior such as eating, education, and working environment but with different motivations in each individual e.g. when looking at the eating habits of two individuals, one may eat to survive because the body needs food to survive while the other may eat because they truly love food ( Pritchard, 2013) . Another example would be, an individual obtaining a degree to land a better paying job compared to another person obtaining a degree to learn more about the subject.
Motivation is about the understanding of how we function, and to know ourselves better. If individuals can understand themselves they will be able to understand and acknowledge motivation and behavior in others. Motivation is about the action taken to do something and if one can determine what causes that action then this will help in understanding behavior. Different factors influence individuals differently; there is a cause, a value, and a factor for all of this and understanding this will allow individuals to make better choices and accept others for their motivation and behavior as well ( Pritchard, 2013) .
Teaching Theory
Teaching theories or methodologies include the principles and procedures used by educators to enhance student learning. These tactics are resolved partly depending on the subject matter as well as the attributes of the learner. In order for a certain method to be appropriate and effective, it has to be in line with the attributes of the student as well as the type of learning been brought about ( Ormrod, 2016) . There are suggestions in place to help in designing as well as choosing the teaching methodologies which also take into consideration the subject of the matter. In today's setting, teaching theories encourage a lot of creativity. It is a well-known method that advances one's reasoning. There are various examples of the teaching theory including Direct Method, Human Approach, Audio-Lingualism, Task-Based, Grammar Translation as well as Student-centered teacher approach.
Direct method
This methodology is also known as the verbal or natural method. It originated in the 1990's as a substitute to the traditional grammatical translation method. At first, teachers were experimenting with teaching and educational approaches as previous techniques were failing to improve spoken communication. The main focus of this method is on good pronunciation, little grammar analysis and often introducing students to phonetic symbols even before they are able to see standard writing examples.
The direct method is mostly based on the participation of the student when talking and listening to the foreign language in an everyday situation. Subsequently, there is a lot of verbal interaction, unplanned use of language, no direct translation and little or no analysis of grammar rules and syntax. The direct method remains as a way of inciting interest and passion today, but it is not a simple methodology to use in a classroom setting. It requires very small classrooms and much student motivation. In an artificial surrounding, it will become difficult to guarantee enough practice for everyone. Nevertheless, modifications of this methodology have been established where the lecturer allows few explanations in the learner's native language and clarifies on some grammar rules in order to correct common mistakes a learner may make when talking ( Ormrod, 2016) . The various characteristics of the direct method include classes in the language outlined, a major focus on vocabulary, use of visual aids, attention to the pronunciation of words and a systematic approach established for verbal and comprehension expression.
Grammar Translation method
It is also known as the classical method. It is a traditional teaching method that was used to teach the Greek and Latin mostly in the 16th century. The main focus at this time was on the interpretation of grammar, texts and routine learning of terms. Stressing on talking and listening knowledge was not important as Latin and Greek were academic subjects rather than a method of communication. This method is still used in different states and institutions all over the world and still pleases those interested in the language from a linguistic perspective. However, its impact on an individual's ability to use the language for verbal communication is negligible.
Teacher and Student-centered Approaches
Teacher and Student-centered approach have the teacher who takes the active role and the student taking up the receptive role. This is the most used process in teaching and is conducted by delivering coursework to the students directly or verbally. This method utilizes practicals that are carried out in the course of teaching. Lecture method is the oldest method of teaching and it still exists today ( Schunk, 2014) . The main communication tool used in delivering the intended information is teachers. Student-centered approach it mostly focused on the students rather than the other individuals involved in the education process. It mostly looks at the students' abilities, interests as well as learning styles. The student's voice is used as the center of the learning experience. Students use the allocated class time coming up with a new understanding of the thing being taught.
There are various hands-on activities given so as to endorse successful learning. Teachers are advised to come up with unique teaching styles. With the incorporation of valuable learning skills, learners are in a better position to achieve long-time goals which can later improve student motivation (Myles, 2014). Learning is taken as a form of growth hence students are advised to use self-regulation procedures so as to reflect on one's work. Hence, the student is always in control of his/ her learning.
In conclusion, it is important to learn new languages because the world is diversifying and technology is changing hence there a lot of new things that are coming up that may require one to be able to communicate. The most commonly used method is the teacher and student-centered approach ( Schunk, 2014) . The main advantage of this method is that it accommodates the learner's thinking abilities, academic needs, learning styles as well as non-academic needs to ensure the student benefits from the teaching.
References
Akers, R. L. (2016). Deviant behavior: A social learning approach.
Deckers , J. (2010). Transformative dimensions of adult learning . Jossey-Bass
Myles, F., & Mitchell, R. (2014). Second language learning theories . Routledge.
Ormrod, J. E. (2016). Human teaching . Pearson Higher Ed.
Pritchard, A. (2013). Ways of learning: Learning theories and learning styles in the classroom . Routledge.
Schunk, D. H. (2014). Learning theories an educational perspective sixth edition . Pearson.
