Can You Motivate The Unmotivated A case study of male university

Can You propel The Unmotivated A of male university students in Saudi-Arabian Arabia - Case Study ExampleStudents in Saudi Arabia are faced with a lot of problems studying in a language other than their low language (L1). This phenomenon has introduced the rule of No Arabic Speaking in the Saudi Arabia where students are prohibited from the recitation of L1 in everyday classroom activities, as the teachers and proponents of this rule believe that the active use of L1 may overcome the proper and quick learn of L2. This leads to poor demand in those students and difficulties in learning and acquiring the spot language in its true spirit. So the question tends to be whether the restricted use of L1 assists in or inhibits the proper acquisition and learning of the second language, in short if it is an asset or a liability. This report card sheds some light on the motivation theories and their application with respect to the problem in discussion, and tries to review the monolingu al practices in order to help such students in developing positive attitudes towards the target language, so that they stooge be highly motivated to acquire L2 in its true meaning thereby enabling them to ad rightful(prenominal) a firm foundation for speaking and writing in L2. In order to assess the be intimate under consideration, we will first look at the recent research works and studies about L2 motivation as a second language (in a foreign environment) or foreign language (in a native English-speaking country). For the analysis of the problem I have selected a few articles, journals, and other connect literary documents to accumulate know guidege and to establish well-grounded theoretical context and conceptual framework for the paper. So this paper can also serve as a comprehensive summary of the relevant studies which comprise, for warning Clement & Gardner, 2001... Hence, instead of restating what has already been very well described in the articles and journals selec ted for the anthology, I have tried to evaluate the answers to the question under study from various standpoints, highlighting their importance and trying to establish the connections with other approaches to the problem. In trying to understand the acquisition of L2 as a language we need to see it not just as a radical, but as a deeply social and cultural event and thats what makes language learning different from other academic subjects. The elements of language learning as a subject include the understanding of lexical terms, vocabulary and grammatical rules whereas it is also socially bound requiring the language prentice to integrate several elements of the culture of the second language (Gardner, 1979 and Williams, 1994). L2 motivation researchers have widely supported this approach, which has led to the inclusion of social and cultural dimension in the language learning and studies. This has also introduced the concepts of multiculturalism, language globalization, busines s leader relations between different cultures and social groups in the study of L2 motivation. This, in fact, also explains why it was the social psychologists who first initiated the researches into L2 motivation. The first comprehensive study of L2 motivated was initiated by Robert Gardner and Wallace Lambert in 1972. They viewed language learning as a means of reconciling differences between different cultures and social groups. According to them, for intercultural communication and intimacy to take place, motivation to learn the language of others is the primary driving