scholarly journals Motivation in second language acquisition among learners in Malaysia

2020 ◽  
Vol 7 (2) ◽  
pp. 323-333
Author(s):  
Ali Sorayyaei Azar ◽  
Darshini Tanggaraju
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Classroom Environment ◽  
Critical Factor ◽  
Global Learning ◽  
Motivation For Learning ◽  
Motivational Level ◽  
High Level ◽  
Level Of Motivation ◽  
Learning English

Lack of motivation is the critical factor which affects university students’ learning process in Malaysia. Hence, this study is an attempt to investigate the types of motivation which Bachelor students used in learning English at one of the private universities in Malaysia. It was also analysed to determine the motivational level of the Bachelor students who learn English as a Second Language (ESL). This study used a quantitative method where the data was collected through the questionnaire adapted from Gardner’s (1972) Attitude, Motivation Test Battery (AMTB). The questionnaire was distributed to 150 students and the data was analysed quantitatively. The findings showed that the majority of the Bachelor students were instrumentally motivated towards learning ESL. The result concerning the level of motivation showed that the students had a high level of instrumental motivation for learning English, compared to integrative, resultative, and intrinsic ones. Yet, it is also apparent that all four types of motivation are at a high motivational level. Based on the findings, a few suggestions were highlighted. First, the lecturers should always design a classroom environment that promotes students’ motivation towards learning ESL. Second, students should be given more opportunities to visit other English native countries under Global Learning Programmes (GLP). In that case, teachers or lecturers of ESL should promote all types of motivation in the classroom and guide students towards achieving goals.

scholarly journals Motivation of Russian Students Towards the Learning of English

2017 ◽  
Vol 3 (1) ◽  
pp. 23-33 ◽  
Author(s):  
Flora Komlósi
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Russian Federation ◽  
National Education ◽  
National Education System ◽  
Motivation For Learning ◽  
The Russian Federation ◽  
Language Schools ◽  
High Level ◽  
Level Of Motivation

This paper seeks to analyze the attitudes and motivation for learning English of students in the city of Surgut, in the Russian Federation. The investigation was carried out in November 2013 by means of self-completion questionnaires distributed to 30 students aged between 13 and 17 who had studied English for at least two years in private language schools although all of them had studied at least one foreign language within the Russian national education system. The students were divided into two main categories: students who are citizens of the Russian Federation who come from bilingual families (BF), such as Tatar, Bashkir, Ukrainian or others, and students from Russian monolingual families (MF). The results were analyzed from different motivational views, namely achievement, instrumental, integrative, extrinsic, and intrinsic motivations. This methodology allowed the researcher to acquire a multi-perspective vision of what impelled Russian students to learn English, what they expected of that knowledge, and whether there were differences between both groups. The results showed a high level of motivation among both genders of bilingual students and among girls from Russian monolingual families, while non-bilingual boys’ results were much more discreet. Although this research wascarried out in according to concrete standards of age and education, the results can increase the scientific understanding of motivation for second-language learning in contexts where that second language is not necessary, used or even known by the community in its daily life, as well as the perception of language learning by monolingual and by bilingual individuals.

scholarly journals Does High Anxiety Decrease Motivation for Learning English as a Foreign Language?

2019 ◽  
Vol 8 (2) ◽  
pp. 113
Author(s):  
Huda M. Almurshed ◽  
Wafa Aljuaythin
Keyword(s):  
Foreign Language ◽  
English Learners ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
King Saud University ◽  
Motivation For Learning ◽  
Language Classroom ◽  
High Level ◽  
Level Of Motivation ◽  
Learning English

This study investigates the relationship between the level of foreign language anxiety experienced by Saudi female English learners at a Saudi university and the level of their motivation in learning English as a foreign language. The participants were 40 female second-year university students. The instruments the researchers used to gather the data were two questionnaires: Horwitz, Horwitz, and Cope’s (1986) Foreign Language Classroom Anxiety Scale (FLCAS) and Gardner’s (2006) Attitude/Motivation Test Battery (AMTB). The data were analyzed by calculating the percentages of students’ responses to each item. The findings revealed that Saudi female English learners at King Saud University experienced high levels of foreign language anxiety. The findings also revealed that the learners were highly motivated to learn English. This demonstrates that a high level of motivation to learn English does not prevent the occurrence of a significant level of anxiety. That is, motivation can control foreign language anxiety and assist anxious learners in their determination to learn English.

Investigating education students’ language learning beliefs and motivation for learning English

2021 ◽  
Vol 54 (1) ◽  
pp. 95-121
Author(s):  
PraysGod Mhlongo ◽  
Colleen Du Plessis ◽  
Albert Weideman
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Intermediate Phase ◽  
Language Learning Strategies ◽  
Education Students ◽  
Learning Beliefs ◽  
Motivation For Learning ◽  
Language Learning Beliefs ◽  
Learning English

Institutions responsible for the training of educators have a duty to ensure that students develop adequate mastery of subject content and pedagogy. This paper investigates the language learning beliefs (LLBs) of pre-service Foundation and Intermediate Phase  educators and their alignment with language learning principles from applied linguistics research on second language acquisition (SLA). The study also examines the students’ motives for learning English since motivation plays a part in sustaining language learning. Gardner’s socio-educational model and Dörnyei’s L2 motivational self system are used as theoretical frameworks in addition to the work of scholars such as Horwitz, Griffiths, and Weideman and Lepota on language learning strategies and beliefs. The results of a  cross-sectional survey using the Beliefs About Language Learning and Motivation Inventory Modified (BALLMI-M) are analysed. The findings show that students are highly motivated to master English but do not wish to integrate with the English speech community. Furthermore, they lack understanding about the nature of language skills and have conflicting LLBs that should be addressed in futureamendments to the language curriculum. Keywords: language learning motivation, additional language teaching, literacy levels of Education students, language learning beliefs, language learning strategies 

Neurological Bimodality and Theories of Language Teaching

1988 ◽  
Vol 10 (1) ◽  
pp. 13-31 ◽  
Author(s):  
Marcel Danesi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Classroom Environment ◽  
Cerebral Hemisphere ◽  
Language Teaching ◽  
Second Language Teaching ◽  
Research Directions ◽  
Perceptual Modalities

The failure of the method notion in second language teaching has been attributed to a series of valid pedagogical and socioeducational factors. The concept of neurological bimodality, which posits that effective language learning in a classroom environment requires the utilization of the perceptual modalities associated with each cerebral hemisphere, offers a more fundamental, neurologically related diagnosis of this failure. This paper looks at the historiography of language teaching theories from the perspective of bimodality, and then concludes with specific suggestions vis-à-vis the kinds of research directions that might empirically substantiate the usefulness of this concept for second language acquisition in a classroom environment.

scholarly journals Factors Influencing Students Motivation to Learn in Bahauddin Zakariya University, Multan (Pakistan)

2013 ◽  
Vol 3 (2) ◽  
pp. 90 ◽  
Author(s):  
Muhammad Imdad Ullah ◽  
Aamir Sagheer ◽  
Tehmina Sattar ◽  
Shahbaz Khan
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Classroom Environment ◽  
Peer Pressure ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Teaching Methodologies ◽  
Motivation For Learning ◽  
Motivational Level ◽  
Academic Grades

Motivation is the paramount medium and obligatory precondition that provoke critical thinking among the students. The major premise of this research is to reveal diverse factors that can lower the motivation of the students to acquire good academic grades. Cross sectional survey research design was used by the researcher to accumulate the data from N=300 respondents through multistage sampling technique. Questionnaire was used as a tool for the rationale of data collection from Social Science departments of Bahauddin Zakariya University, Multan (Pakistan). Descriptive Statistics, Correlation method, Analysis of Variance and Reliability Coefficients were used by the researcher to appraise the relationship among the study variables. From the analysis it was found that usage of effectual teaching methodologies, adequate learning environment in the classroom and self-motivated involvement of the students to slot in knowledge acquisition are the foremost determinants that can increase the students motivation for learning process. From the analysis the researcher concluded that encouraging the constructive classroom environment by inducing discussion, establishment of cooperative learning environment and small group work can amplify the students motivational level for the purpose of engaging in the learning process. In addition to this inconsistent workload on the students, usage of obsolete teaching methodologies, large class size, peer pressure to resist the learning process and teachers biased behavior with the students are the foremost factors that can diminish the students interest in their studies. Usage of modern instructional practices, provision of adequate classroom environment and encouragement of analytical feedback from the students are the foremost remedies that can increase the motivational level among the students to acquire premium academic grades.

scholarly journals Influence of Behaviourist and Cognitivist Theories in Adult Language Acquisition

2021 ◽  
Vol 3 (1) ◽  
pp. 38-44
Author(s):  
V Devaki
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Language ◽  
First Language ◽  
Great Influence ◽  
Logical Thinking ◽  
The Difference ◽  
High Level ◽  
Cognitive Influence

Linguistics and psychological schools of thought had a great influence on language acquisition theories It is still under discussion whether second language acquisition is easy or effortless for adults to learn or not.  In non-teaching environments, children can learn their native language quickly, whereas adults cannot. Many researchers believe that adults can quickly acquire a second language due to their high level of cognition clear, logical thinking and strong self-observation skills, while some linguistics researchers consider that it is difficult for adults to develop a second-language acquisition. Therefore, this paper explores to what extent the theories of behavioral and cognitive influence adult acquisition in the second language process. This study considered that these theories have highlighted the difference between the way that children and adults learn to the point that adults appear to “lift the bar” unrealistically when they try to learn an additional language. The novelty of this study is in how the analysis gave a new direction for adult language acquisition theorists to guide adults to mimic children’s way of acquisitioning their first language.

scholarly journals Motivations towards Learning English: The Case of Jordanian Gifted Students

2015 ◽  
Vol 7 (2) ◽  
pp. 306 ◽  
Author(s):  
Fadi Maher Al-Khasawneh ◽  
Mohammad Ahmad Al-Omari
Keyword(s):  
English Language ◽  
Gifted Students ◽  
Study Data ◽  
Female Students ◽  
Descriptive Statistics ◽  
Male Students ◽  
School Students ◽  
Motivational Level ◽  
Level Of Motivation ◽  
Learning English

<p>The present study aimed at investigating the motivational orientations of Jordanian gifted<br />school students in Ajloun governorate. For this purpose, 51 students from King Abdullah II in<br />Ajloun governorate participated in this study. Data was collected through a questionnaire<br />contained 20 items asking about the motivational level and orientation of learners. The<br />questionnaire was adapted from Gardner’s (1985) AMTB (Attitude, Motivation Test Battery)<br />questionnaire. The researchers used descriptive statistics for identifying the students’ level of<br />motivation towards learning English. Independent samples T-test was used to investigate the<br />differences in the level of motivation according to gender. The findings revealed that the<br />students were highly motivated towards learning English language with higher scores<br />reported for the sake of instrumental motivation. Female students reported higher level of<br />motivation than male students with no statistically significant differences recorded<br />concerning this. Based on the results, some of the implications were presented and discussed.</p>

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