scholarly journals Factors influencing senior learners’ language learning motivation. A Hungarian perspective

2021 ◽  
Author(s):  
Emese Schiller ◽  
Helga Dorner
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Influential Factors ◽  
Educational Model ◽  
Factors Influencing ◽  
Motivational Intensity ◽  
Language Learning Motivation ◽  
Goal Specificity ◽  
Motivational Profile

AbstractThe paper aims to investigate Hungarian senior language learners’ motivational profile with a special attention to factors influencing their motivational intensity. We focused on the significant features of Hungarian senior language learners’ motivational behaviour and conducted a survey with thirty senior Hungarian students learning English as a Foreign Language (FL). This instrument was constructed based on Gardner’s socio-educational model and Tremblay and Gardner’s model of second language (SL) motivation. We performed a series of statistical analyses on the data. The results of multiple regression analyses show that the most influential factors regarding motivational behaviour of older language learners in this context are attitude towards leaning the SL and goal specificity.

scholarly journals STUDENTS’ MOTIVATION IN DEVELOPING TRANSLATION COMPETENCE

2021 ◽  
Vol 2021 (3) ◽  
pp. 46-59
Author(s):  
Liudmyla Krainiak ◽  
Oleksandra Duda ◽  
Svitlana Rybachok ◽  
Tetiana Piatnychka ◽  
Nataliia Rybina
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Language Translation ◽  
Foreign Language Learning ◽  
Learning Motivation ◽  
Self Regulated Learning ◽  
Factors Influencing ◽  
Language Learning Motivation ◽  
Regulated Learning

Students’ language learning motivation is an important factor to ensure the quality of higher education in Ukraine in the context of its integration into the European Higher Education Area. The present study reveals the findings that showcase both pedagogical and psychological factors influencing students’ foreign language learning motivation in translation competence. The authors used a set of basic theoretical research methods to analyze, synthetize and classify scientific and methodological sources on the research problem; empirical methods of questionnaire surveys with direct and indirect questioning to represent learning motivational characteristics, statistical analysis to summarize the research results. Both psychological and pedagogical diagnostics of the socially heterogeneous respondents’ motivation made it possible to determine the external socio-cultural and internal self-concept motives in their self-improvement and self-regulated learning. It is established that the respondents’ external motives have arisen due to such stimulating factors as "competitive advantage in the labor market" and "career growth potential". Internal motives are mainly related to the satisfaction of a student’s personal needs in the foreign language learning (interest, awareness of the insufficient level of communicative competence, internal belief in the need for self-improvement of foreign language translation skills, etc.). Analysis of the diagnostics results provided an opportunity to distinguish the obstacles to the self-development of respondents in translation education. Experimental testing of the learning motivation within the internal and external mediation allowed to reveal the dominance of internal motives over external ones in all categories of respondents. Insufficient or low level of independent self-regulated learning has been identified as the main obstacle to self-improvement of foreign language translation competence. The paper contributes to the current understanding of translation education, especially in the context of Ukraine, by investigating factors influencing students’ learning motives and their pedagogical and theoretical implications.

An Investigation of the Relationship between Pragmatic Competence and Motivation for Non-English Majors

2017 ◽  
Vol 7 (12) ◽  
pp. 1308
Author(s):  
Xiaojing Chen
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Communicative Competence ◽  
Learning Motivation ◽  
Pragmatic Competence ◽  
Foreign Language Learners ◽  
Language Learning Motivation ◽  
Survey Results ◽  
The Relationship

Language is used for communication. Pragmatic competence, which is essential in English teaching, is an important component of communicative competence. The development of pragmatic competence will enhance that of foreign language learners’ communicative competence. This study discusses the relation between pragmatic competence and language learning motivation. Results show that students’ general pragmatic competence is at a low level. Most of the subjects hold instrumental motivation as their dominant motivation. Significant correlation has been found between pragmatic competence and language learning motivation (r=.582; p=.000). According to the survey results, the author provides several suggestions on cultivating and maintaining learners’ motivation in their pragmatic learning.

Language Learning Motivation: A Comparative Study between English and Mandarin Language Learners

2020 ◽  
Vol 4 (3) ◽  
pp. 27
Author(s):  
Siti Faridah Kamaruddin ◽  
Ting Hie Ling ◽  
Aisyah Nazamud-Din
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Quantitative Research ◽  
Rapid Development ◽  
Learning Motivation ◽  
Quantum Leap ◽  
Language Learning Motivation ◽  
Mandarin Language

English as a Second Language (ESL) is a term which is broadly used in Malaysia’s educational system. Mandarin, on the other hand, is only used among Chinese community and not many non-Chinese know and use Mandarin language as their communication tools among themselves. However, due to the rapid development of economy in China, the interest in Mandarin language learning is becoming prominent. In Malaysia, a country which has developed a tight diplomatic and economic relationship with China since 1976, the interest in learning Mandarin as a Foreign Language (MFL) among the non-Chinese learners is also growing where there is a quantum leap of Mandarin learners at tertiary level (Teow, Ismail, Foo & Ho, 2016). Students in Universiti Teknologi MARA (UiTM) are offered with both English as a Second Language (ESL) and Mandarin as a Foreign Language (MFL) courses. It means that students must learn English and Mandarin simultaneously especially for Diploma students and Degree students. Understanding how the motivation to learn each language might vary within a certain socio-political context is worth exploring, as it may help lecturers working within that context to motivate their students to learn the language more effectively. Moreover, it is reasonable to assume that the different languages learned might trigger different emotional responses from learners (Humphreys & Spratt. 2008). In relation to this, it is important to examine the differences of students’ ESL and MFL learning motivation. This study employed a quantitative research design which emphasized on data collection from students who studied ESL and MFL.

Qurʾanic Figurative Language to Develop High Order Thinking Skills (HOTS) and Religious Tolerance among Language Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 173-199
Author(s):  
Mahrus Asʾad ◽  
Ahmad Bukhori Muslim ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Figurative Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Religious Tolerance ◽  
Foreign Language Learners

Abstract Similar to other theistic texts, the Qurʾan has some figurative languages which require deep thought for good comprehension. However, how these rhetorical imageries can inspire the development of higher order thinking skills (HOTS) and religious tolerance among language learners, two necessary skills in the information-laden era, is still less known. This study explores how the Qurʾan’s figurative languages serve as an inspiring basis to develop Bloom’s revised taxonomy of analyzing and evaluating thinking skills in foreign language learning. Document analysis shows that many verses in Sura (Chapter) Joseph and other five chapters contain some simile, personification, and metaphor in recounting past prophetical and scientific events humans need to learn for life. Incorporated into learning materials, these figurative languages require the foreign language learners to use their skills of sensing, imagining, and making logical reasoning to discern the real meanings. The discussion of Sura Joseph in the Qurʾan which recounts some prophets of Abraham’s descendants can also increase religious tolerance among young followers of Abrahamic religions. The study recommends some strategies on how language teachers base their teaching and learning practices on these religious scriptures to develop students’ critical thinking and create a more harmonious global citizenship.

scholarly journals Chinese Learners of Portuguese and Spanish Majors in Macau: A Comparative Case-Study of Motivation Aspects

2019 ◽  
Vol 12 (8) ◽  
pp. 54
Author(s):  
Oksana Kharlay ◽  
Martin Bagheri ◽  
Jeremy D. Philips
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Mixed Methods Research ◽  
Learning Motivation ◽  
Target Language ◽  
Comparative Case Study ◽  
Language Community ◽  
Language Learning Motivation ◽  
Chinese Learners ◽  
Integrative Motivation

This study investigated multiple learning motivation aspects of Chinese university students in Macau majoring in Spanish and Portuguese. A mixed methods research was employed by using questionnaires and interviews. 181 learners (96 Portuguese and 85 Spanish majors) were surveyed about ten language-learning motivation dimensions by using a questionnaire. A subset of participants from questionnaires were later given follow-up interviews. Quantitative and qualitative data indicated that the students in these majors had strong intrinsic motivation but limited integrative motivation towards the target language community. Other motivational pull-factors were the heritage connection between the language and the place of study and interest in the pop-culture associated related to the target language. Students reported a decline in motivation during the middle years of study, however, Spanish students’ interest resurged by the end of year three. There was also a gender imbalance, suggesting that career-related aspects of motivations were stronger among males. The results also revealed that language learners had an ideal-self that was multilingual and cosmopolitan but did not aspire to integrate into a specific target-language community.

scholarly journals The effect of microteaching lesson study on the beliefs of EFL student teachers

2021 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Fitri Budi Suryani ◽  
Rismiyanto Rismiyanto
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Teachers ◽  
Lesson Study ◽  
Influential Factors ◽  
Education Programs ◽  
Teaching Experiences ◽  
Teachers Beliefs ◽  
Fertile Ground ◽  
Before And After

Microteaching lesson study, that is a variation of lesson study applied by student teachers in microteaching course, provides the environment for EFL student teachers to collaborate, engage, and reflect on their ideas, beliefs, and teaching experiences. Such condition is a fertile ground that enables the student teachers' beliefs of language learning to change. Recent studies show that some education programs have changed the beliefs of student teachers. However, no studies have discussed the changes of beliefs of English as a Foreign Language (EFL) student teachers experienced in microteaching lesson study. This present study aims to investigate the effect of microteaching lesson study on EFL student teachers� beliefs. The data were collected using a questionnaire on Beliefs About Language Learning Inventory (BALLI) adapted from Horwitz administered before and after microteaching lesson study. The participants were the EFL student teachers enrolling in a microteaching lesson study class at Universitas Muria Kudus. The study reveals that the beliefs of EFL student teachers did not change significantly after they experienced microteaching lesson study. Time seems to be one of the most influential factors in hindering the changes of beliefs of the EFL student teachers. Therefore, this study suggests that EFL student teachers be given more time to practise teaching in the microteaching course.

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