Do boys have a genetic lack of motivation in Modern Foreign Languages Name Instructor Task Date Introduction Learning foreign languages requires high motivational levels, determination and objective mindset. However, boys in most settings have inferior interest in learning modern languages due to genetic variations…
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Learning new languages apart from the commonly used or national languages is paramount in enhancing communication with individuals with diverse native backgrounds. The languages that may include individuals second or third communication technique holds relevance in promoting mutual understanding with different personalities and steer trade. Institutions are currently focusing on employing individuals with diverse language background who hold the capacity of interacting proficiently with customers from diverse locations. This is critical since the world is becoming a global village where trade and various activities are jointly undertaken. This essay discusses the role of genetics in enhancing boys interest in learning modern foreign languages (MFLs). Influence of genetics in motivating boys in learning Modern Foreign Languages As noted by teachers in various settings, most male students are increasingly becoming less interested in learning modern languages. The student’s exhibit low motivational aspects and determination that hinders their success in learning new languages compared to female students. They assert that the low interest and motivation in learning modern languages are instigated genetically in most instances (Jones & Jones, 2001, P, 1). In particular, male students have attitudinal complications that affect their capacity in getting absolute acquaintance to foreign languages that demands determination, consistency and time input. According to various studies, boys low motivational and interest levels in learning MFLs is attributable to genetics, attitudinal and social issues. The study depicts that boys are created with inferior innate capacity that motivates further effort towards acquiring proficiency in various foreign languages (Jones & Jones, 2001, P, 1). Boys are associated with complex subjects that require less communication since they hold low social capacity compared to female students. Consequently, boys are known for their inability to sit for a long period as female students. This deprives them the opportunity to acquire optimal support in the process of learning MFLs that require long hours of dedication and corporation with the teachers. Genetically, the brainpower of boys is suitable for tackling complex issues, for example, mathematics and sciences. They are also suitable for tackling sciences and providing solutions to complex matters of great significance (Jones & Jones, 2001, P, 1). They lack the capacity to involve in an intensive narration and learning new languages due to their impatience. They prefer engaging in structured and practical activities or subjects that require systematic approaches. This explains boys’ instrumental motivational orientation that associates them with rewards. Their focus on the reward system limits their motivational ability since languages does not present them with wide opportunities. Culture is an integrative motivational orientation aspect that influences boys’ interest in learning modern languages. As noted, various communities adopt diverse cultural practices that define their lifestyle and decision-making. The practices also define the activities and duties that either gender is under expectation to perform. These practices have deep-rooted implications and most individuals believe in them. In most settings, boys are associated with complex undertakings and large output in terms of returns. They are regarded as individuals with great brain
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