Output file 1 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES NGUYỄN THỊ LAN Co relationship between teacher related factors and s[.]
1 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ LAN Co-relationship between teacher-related factors and student’s motivation in the context of Lomonoxop school, Ha Noi QUAN HỆ TƯƠNG HỖ GIỮA YẾU TỐ GIÁO VIÊN VÀ ĐỘNG LỰC HỌC TẬP CỦA HỌC SINH TRONG NGỮ CẢNH TRƯỜNG THPT DÂN LẬP LÔMÔNÔXỐP, HÀ NỘI M.A THESIS (Minor Programme Thesis) Field: English Methodology Code: 60 14 10 Hanoi, September 2010 z VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ LAN Co-relationship between teacher-related factors and student’s motivation in the context of Lomonoxop school, Ha Noi QUAN HỆ TƯƠNG HỖ GIỮA YẾU TỐ GIÁO VIÊN VÀ ĐỘNG LỰC HỌC TẬP CỦA HỌC SINH TRONG NGỮ CẢNH TRƯỜNG THPT DÂN LẬP LÔMÔNÔXỐP, HÀ NỘI M.A THESIS (Minor Programme Thesis) Field: English Methodology Code: 60 14 10 Supervisor: Van Thi Thanh Binh, M.A Hanoi, September 2010 z LIST OF TABLES AND FIGURES Table1: Distribution of teacher’s level of motivation and commitment on student’s motivation Table 2: Distribution of teacher behavior on student’s motivation Table 3: Distribution of teaching method on student’s motivation Table : Distribution of teacher’s diversity on student’s motivation Table 5: Distribution of teacher’s tests on student’s motivation Table 6: Distribution of teacher’s feedback on student’s motivation Table 7: Distribution of classroom rules on student’s motivation Table 8: Degrees of influence that personal characteristics of teachers have on student’s motivation Table 9: Degrees of influence that classroom management factors have on student’s motivation 10 Chart 1: How students like to learn with teacher’s competence 11 Chart 2: How students like to learn with teacher’s empathy z TABLE OF CONTENTS Declaration i Acknowledgements ii Abstract iii List of tables and figures iv PART 1: INTRODUCTION 1.1 Rational 1.2 Method of the study 1.3 Scope and objectives of the study 1.4 The research questions 1.5 Design of the study PART 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Definition of terminology 1.1.1 Motivation 1.1.2 Demotivation 1.2 The role of motivation in foreign language learning 1.3 Student’s perception of motivating/ demotivating factors 1.3.1 Motivating factors 1.3.1.1 Parental influences 1.3.1.2 Teachers 1.3.1.3 Learner group 1.3.1.4 School 1.3.2 Demotivating factors 10 1.3.2.1 Demotivating factors identified by Dörnyei 10 1.3.2.2 Demotivating factors identified by Oxford 12 1.4 Teachers as motivating/ demotivating factors 13 1.5 Characteristics of young learners 16 1.5.1 Twelve year old young learners 16 z 1.5.2 Young learners in Lomonoxop schoo 17 1.6 Summary 17 CHAPTER 2: THE STUDY 18 2.1 The context 18 2.2 The informants 19 2.3 Methods of data collection 19 2.4 The survey questionnaire 19 2.5 Summary 20 CHAPTER 3: DATA ANALYSIS AND DISCUSSION 3.1 Personal characteristics of teachers 21 3.1.1 Level of motivation and commitment 21 3.1.2 Teacher competence 23 3.1.3 Teacher empathy 24 3.2 Classroom management factors 25 3.2.1 Teacher behavior 25 3.2.2 Teaching method 27 3.2.3 Classroom rules 31 3.3 Major findings and discussions .33 3.3.1 On personal characteristics of teachers .33 3.3.2 On classroom management factors .34 PART 1: CONCLUSIONS 38 Summary 38 Implication for teaching 38 Limitations of the study 40 Suggestions for further study 40 REFERENCES 41 APPENDIXES I z PART 1: INTRODUCTION 1.1 Rationale “In an ideal world, all learners are eager to learn because they are driven by their inborn curiosity to explore the world, and the learning experience therefore is a constant source of intrinsic pleasure for them Reality, however, rarely lives up to these ideals.” (Dörnyei, 2001b: 123) “One who teaches students must understand what motivates his/her students” (Andrews, Houston, & Bryant, 1981) During the course of my studies for my Masters degree, I have found myself increasingly interested in the psychological basis of language acquisition, and attempts to link the psychological with the linguistic in the second/foreign language learning field As an English teacher working in the Vietnamese secondary and high school, teaching young learners of grade 6, one of my greatest challenges is accommodating the needs of demotivated students and find ways to motivate them in learning In my opinion, there are many things that motivate students to learn such as teachers, parents, friends, learning environment, etc From the experience of being a teacher for five years, I have a feeling that teachers play the most important role in shaping motivation in students Moreover, as a young teacher, I have been making efforts to make students love their learning more and more It is a fact that my efforts to adapt my teaching to my students have been an ongoing process of experimentation and change Much of this has been guided by the remarks from my colleagues in the English group at my school and by my student’s different ideas about their teachers Many of their comments and most of my student’s ideas have revolved around how teachers motivate their students to learn According to my colleagues, I need to pay more attention to manage the class, organize the board, speak suitable amount of English in class and choose suitable methodology in teaching Besides, my students also gives me a lot of ideas on how they like their teachers to be One way in which I feel I have had some success with this issue is by increasing my awareness of, and openness to, student’s opinions about learning English in general and my lessons in particular It is thus professional concern, as well as personal curiosity that has motivated my choice of dissertation topic z 10 1.2 Method of the study In this research, I employed quantitative methods to analyze the data collected and draw on conclusions and remarks In order to achieve the purpose of the study, one questionnaire to survey the relationship between teacher factors and student’s motivation was developed and administered Besides, the teacher also conducted informal chats with the students so as to see their views and opinions about the teacher factors that affect their English learning 1.3 Scope and objectives of the study The study focus on working out the relationship between teacher factors and student’s motivation so as to help teachers in Lomonoxop school in general and myself in particular improve our teaching and better fit the need of the student Pedagogical implications for teaching and limitations of the study were given at the end of the paper 1.4 The research questions The study was intended to answer the following questions: What are teacher –related factors that motivate the young learners in Lomonoxop private school, Ha Noi to learn English? Sub-questions: What are teacher’s personal factors that motivate the young learners in Lomonoxop private school, Ha Noi? What are teacher’s classroom management factors that motivate the young learners in Lomonoxop private school, Ha Noi? In order to achieve the aims and objectives of the study, I employed a questionnaire survey to collect relevant data, which was analyzed statistically and interpretatively 1.5 Design of the study The study is divided into main parts Part one is an introduction to the research, where matters such as rationale, methods of study, scope and objectives of the study and the research questions are discussed Part development in cludes three chapters Chapter is an attempt to review the theoretical z 11 background in the light of which the research matters will be discussed Chapter discusses the context of study, data collection methods Chapter analyses the data collected to answer specifically the research questions set forth for the study In Part three Conclusion, findings and discussions as well as a summary of the study are given and some implications for teaching are suggested Suggestions for further study are also provided in this part z 12 PART 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Definition of terminology 1.1.1 What is motivation? Motivation is central to human activity Anything that drives human beings to act is related to motivation In such fields as economy and law, motivation is defined as internal drives for human behavior These drives in turn originate from needs, but not all needs are drives Only those which are recognized to be realizable in certain circumstances become the motivation to act Because motivation is related to needs, it is internal to human beings In a larger sense, motivation is related to satisfaction of needs and desire, whether it be internal or external to the person According to Webster’s dictionary (1913), to motivate means to provide with a motive, need or desire that causes a person to act Oxford Advanced Learner’s Dictionary equates “to motivate” with “to be the reason for somebody’s action, to cause someone to want to something” Theoretically, any conscious action can be explained in view of motivation Broadly speaking, motivation is divided into two types: Intrisic and extrinsic A student learning English because he/ she knows he/ she will be more successful in future career is clarified as an intrinsically motivated student On the other hand, there are extrinsically motivated students who tolerate for the final test Gardner’s (1985) view of motivation arises from his socio- educational model He states that motivation is concerned with the question “Why does an organism behave as it does” and involves aspects: A goal An effort A desire to attain the goal Favorable attitude toward the activity in question Motivation then refers to the combination of desire and effort made to achieve a goal It is considered in the relationship between the individual’s rationale for any activity with range of behaviors and degree of effort made to achieve the goals z 13 It is also worth noting that motivation has close relationship with other affective factors such as self confidence, anxiety and perceived competence All these together work to undermine achievement In section 2.2 of this chapter, we will take a closer look at the role of motivation in foreign language learning 1.1.2 What is demotivation Traditionally, motivation has been understood and studied as a multifaceted construct consisting of various influences with a positive effect Motivational factors or motives have been considered as kind of inducements with the effect of energizing ongoing action (Dörnyei 2001) However, there is another aspect to motivation that has been left with little attention Just as there are influences that have a positive effect on motivation, there are also those that have a detrimental effect on motivation These influences are called demotivating influences The notion of demotivation is relatively new and has not been fully adopted yet in the field of the second/foreign language learning research However, Dörnyei (2001) has attempted to provide a definition for it Accordingly, demotivation ”concerns specific external forces that reduce or diminish the motivational basis of a behavioral intention or an ongoing action” (Dörnyei 2001:143) Thus, demotivation could be regarded as the negative counterpart of motivation Similarly, demotives could be regarded as the negative counterparts of motives Furthermore, a demotivated learner is someone who has lost his or hers interest for some reason The loss of interest can derive from various sources of demotivation For instance, a teacher who cannot control the class or a boring textbook can act as a demotive for a learner However, the notion of demotivation cannot be related to every reluctant learner Dörnyei (2001) has distinguished at least three negative factors that cannot be referred to as demotives Firstly, there are powerful distractions, e.g watching television instead of doing one’s homework These cannot be regarded as demotives because they not carry negative value Hence, instead of reducing motivation they distract a learner by presenting a more attractive alternative Secondly, gradual loss of interest cannot be regarded as a demotive because demotives are specific factors or incidents that reduce motivation on a single event Thirdly, there are circumstances when a learner recognizes the inconvenience or high costs of pursuing the goal This means, for example, that a learner realizes that classes take place too late in the z ... with the students so as to see their views and opinions about the teacher factors that affect their English learning 1.3 Scope and objectives of the study The study focus on working out the relationship. .. from the data The teacher? ??s personal relationship with the students was the first theme and it included issues such as, the teacher showing lack of caring and general belligerence Furthermore, the. .. 1.3.1.2 Teachers The motivational influence of the teachers is manifold, ranging from the effects of their personality and competence to their active socializing practices Indeed, Clark and Trafford