language philosopy Language Philosophy as a Framework for Reflection to Overcome the Crisis of Meaning and Motivation in English Language Learning

To Overcome the Crisis of Meaning and Motivation in English Language Learning

Abstract

This study examines the role of language philosophy as a reflective foundation for addressing the problems of meaning and declining motivation in learning English. With a qualitative-descriptive approach grounded in systematic literature reviews and hermeneutic analysis, this study examines key literature from the traditions of language philosophy, motivational theory, and pedagogical practice to examine the relationship between language use, context, and learner awareness. Key findings point to three things: first, many teaching practices still emphasize structural aspects to the point of separating form from meaning; second, learning activities that place reflection on meaning to increase students' pragmatic awareness and emotional engagement; Third, the integration of philosophical ideas into learning design allows for the creation of teaching models that foster autonomy, communicative empathy, and intrinsic motivation. The contribution of this research lies in the formulation of the concept of reflective pedagogy, grounded in the philosophy of language—a framework that connects the theory of meaning with classroom practice—as an alternative to enrich the EFL curriculum. The implications of the findings suggest the need for teacher training that emphasizes reflection on meaning and revision of teaching materials so that English learning becomes more meaningful, contextual, and motivating.