Motivating Students to Speak English in Punjab, India

EXTRINSICALLY MOTIVATING STUDENTS TO SPEAK ENGLISH
IN PUNJAB, INDIA
Critical review
of
Perceptions of Teachers’
Communicative Style and Students’
Intrinsic and Extrinsic Motivation

MOTIVATING STUDENTS TO SPEAK ENGLISH 2
Introduction
Numerous first-time students encounter challenges in taking in a moment dialect. This can
incorporate a wide range of factors, among which are an inspiration (characteristic and
extraneous), the absence of introduction, fearlessness, intrigue and pragmatic
objectives/destinations. Notwithstanding, an absence of introduction, fearlessness, intrigue and
reasonable targets are altogether interwoven with the more extensive issue, which is the
inspiration, either inherent or outward, and in this way, they can be gathered and alluded to all
the while as parts of inspiration. The focal point of this paper is on the connection between
students' needs, premiums, objectives, and desires towards learning English as a Foreign
Language (EFL) and educators' parts as sparks or motivators. There is a broad collection of
writing tending to the issue of students' inspiration in the classroom. My essential goal is to
allude to the principle creators that have done research on this field, concocting the most
critical speculations and reflections, and probably the most dubious ones and perceive how
they can be connected in the setting of rural Punjab (Milton, 2017).
Before examining the motivational procedures that work better with students learning English
out of the blue, it is basic to know the significance of the English dialect in Punjab setting all in
all, and all the more particularly in the way it is connected inside the instructive framework.
Along these lines, this section goes for giving the fundamental reason for a superior
comprehension of the issue of motivation concerning the students who are learning EFL
unexpectedly (Ahmed & Mohamed, 2017).
Different from other languages which are a moment dialect in rural Punjab and is instructed in
primary schools from the main year students go to class, and all through their educational life
where students are presented to in their everyday lives in TV, radio, and daily paper, English is
an outside dialect which students, by and large, have their first contact with at a state-funded
school when they go to secondary school all of a sudden.
Characteristics of Teachers and Students
According to Byrne (2012), students have their first contact with English at the age of 12 and 14
which appears to be to some degree absurd considering the expanding significance that the

MOTIVATING STUDENTS TO SPEAK ENGLISH 3
English dialect has been picking up on the planet in the zones of correspondence, business and
economy, also the new innovations of data. In addition, English is talked by around 375 million
individuals as their first or second dialect and by in excess of 750 million individuals as a remote
dialect which makes it a standout amongst the most broadly talked dialects on the planet. This
is to demonstrate the measurement that the English dialect has obtained on the planet, and its
weight is apparent in rural Punjab.
Students' motivation to continue learning English after the primary year and all through the
next years of optional school can exceedingly rely upon the instructor's capacity to keep up the
underlying premium that carried the students into the English classroom (Warmerdam, Ioni &
Tamara, 2015). In this unique circumstance, a noteworthy significance can be ascribed to the
educators' capabilities in the zone of English instructing. Educators need to know and actualize
showing methods and systems that advance compelling learning at the level of the students
while in the meantime building up an enthusiasm for the topic with materials that are pertinent
to students' lives and which challenge their insight. As per information from the Ministry of
Education, for the school year 2011/2012, the aggregate number of qualified instructors
instructing in rural Punjab was 217 (Karim & Richards, 2015).
Considering the way that English is an outside dialect in Punjab when discussing students
learning English out of the blue, a common circumstance that can be seen in the English
classrooms is the one in which the instructor educates and the students learn (Evans, 2011).
Students, for the most part, view their educators as the main and the most astounding expert in
the English classroom, so regardless of whether the instructor confers botches they won't take
note. To put it plainly, the students who are learning English out of the blue once in a while
exhibit a detached disposition towards the assignments and regardless of being exceptionally
energetic to learn they need freedom. Also, if the researcher considers that their family,
instructive, social and financial foundations are exceptionally unmistakable since they can
originate from assorted settings inside their groups, it’s stated that there is an assortment of
learning styles that meet in a similar classroom. That is one reason why educators need the
ability to manage such factors and one of the ways is the educational training.