Original scientific paper
https://doi.org/10.22210/jezik.2023.70.14
Creative Forms of Motivation in Mother Tongue and Foreign Language Teaching
Katarina Aladrović Slovaček
orcid.org/0000-0002-0706-9436
; Učiteljski fakultet Sveučilišta u Zagrebu,
Maša Rimac Jurinović,
orcid.org/0000-0003-3859-4732
; Učiteljski fakultet Sveučilišta u Zagrebu
Željka Knežević
orcid.org/0000-0002-1196-1363
; Učiteljski fakultet Sveučilišta u Zagrebu
Abstract
Motivation is an exceptionally important factor in the process of learning and teaching
in general, and it is equally necessary in the process of language teaching (Vizek-Vidović
et al., 2010). Considering the fact that language is an abstract system of signs in which
there are numerous grammatical and orthographic rules to acquire, it is often difficult for
students to understand the content, which sometimes results in a bad mark or, for some,
in a negative attitude towards the content of the subject and the subject itself. Therefore,
it is essential that teachers use various forms of motivation in their classes. Activities in
teaching the mother tongue and foreign languages should be varied, creative, motivating and
in accordance with students’ age and interests. Language role play and drama techniques
are especially beneficial forms of motivating students in this context. (Aladrović Slovaček
and Rimac Jurinović, 2021).
The goal of this research was to examine to what extent teachers of Croatian and German
languages use language play and drama techniques in their classes as creative forms
of motivation. One hundred teachers from the whole of the Republic of Croatia participated
in the research and the results were compared with regard to the length of their service and
their work experience, attitude towards their job, their subjects, and teaching forms (class
or subject teachers). The results show that both groups of teachers use creative forms of
motivation in their teaching, with Croatian teachers using dramatic techniques more often
than German teachers do. Although both groups of teachers use language games, mostly
lexical, teachers of German use them more often. On the other hand, classroom and Croatian
language teachers more often use dramatic techniques in the motivational part of the lesson,
which is connected with their initial education. Also, younger teachers more often use digital
tools as motivation, while teachers with more experience prefer dramatic techniques.
Keywords
drama techniques; language play; motivation; Croatian language classes; German language classes; learning
Hrčak ID:
313098
URI
Publication date:
26.11.2023.
Visits: 187 *