Student Motivation in Foreign Language Education and Two-Stage Teaching Model

Abstract

This study examines the variable nature of student motivation in foreign language education and its effects on teaching processes. Classroom observations reveal that students are divided into three distinct groups based on their motivational profiles, demonstrating that these differences significantly impact the effectiveness of the educational environment. The study discussed the negative consequences of mandatory courses and evaluated the literature on teacher-centered and student-centered approaches. The study proposed a two-stage model that synthesizes conceptual explanation and practical reinforcement. The findings indicate that this model prevents students from memorizing without understanding, increases motivation, and creates a balanced curriculum structure.