FRANCIS A. CARTIER (Ph.D., Univ. of Southern California) is Chief of the Development Division of the Systems Development Agency of the Defense Language Institute, Presidio of Monterey, Calif. He has taught Speech Science and Human Relations at the college level in the U.S. and England. The author of over forty published articles, he has served as Editor of the Journal of Communication and the NSPI Journal. With M. J. Todaro, he is the co-author of The Phonetic Alphabet, published in a revised edition last year by Wm. C. Brown Co.
“Is Learning English Worth the Trouble, Miss Fidditch?”*
Article first published online: 31 DEC 2008
© 1972 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 5, Issue 3, pages 331–340, March 1972
How to Cite
Cartier, F. A. (1972), “Is Learning English Worth the Trouble, Miss Fidditch?”. Foreign Language Annals, 5: 331–340. doi: 10.1111/j.1944-9720.1972.tb00697.x
This article was originally presented as a talk at the 1970 TESOL Convention in San Francisco. After several trials at restructuring the talk for the printed medium, it was decided to present it here virtually unchanged.
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
- Cited By
ABSTRACT The motivation theories of three prominent writers in management and human relations are applied to problems of motivation and demotivation in the TEFL classroom. More is known about ways of reducing negative learning attitudes than about ways of increasing motivation. There are at least four ways in which demotivation is linked to the way the teacher sets learning objectives and evaluates student achievement of them. The student must: (1) understand the objectives, (2) see that he is achieving them, (3) believe they are relevant to him, and (4) believe the instructor considers them important.