PREREQUISITES AND PRACTICAL IMPLICATIONS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE (TEFL) WITH REFERENCE TO THE STUDENTS OF GRADUATION IN THE COLLEGE OF SCIENCES AND ARTS, ALNAMAS, KINGDOM OF SAUDI ARABIA.
The English language instructors in general and linguists in particular across the kingdom of Saudi Arabia are seriously speculating, debating and engaging their attention with the challenges of how to motivate the ever increasing number of students entering into colleges who are psychologically, socially, and academically unprepared for the demands of college life. Needless to say, one of the important factors in realizing educational objectives in learning English as a second/foreign language is the role of the students’ motivation within the educational set up. Motivating students is one of the major challenges language instructors face. The poor performance of students towards educational aims and objectives may be associated to the low motivation of the students.
De-motivation in learning a new language is a natural and common phenomenon. The case of unmotivated students open a Pandora’s Box of questions: What are the possible strategies that can be applied in the class to improve the students’ motivation? In a broader perspectives what are the factors responsible for affecting on the students’ motivation in learning English as a foreign language in the colleges and Universities? The opinions of the linguists as well as the second/foreign language pedagogues are different about the role of motivation in academic achievement. However, the common opinions emerged in the past and a majority of them agreed that most successful techniques ELT teachers can use to motivate students include engaging their interest; demonstrating the relevance of what they’re learning; displaying enthusiasm for what we’re teaching; establishing challenging, and employing a variety of instructional strategies.