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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* NGUYEN THANH NGA THE IMPACT OF LEARNERS’ MOTIVATION IN ENGLISH ACQUISITION: A CASE OF NON-ENGLISH MAJOR STUDENTS AT TRAN DAI NGHIA UNIVERSITY Nghiên cứu ảnh hưởng động học tập việc học Tiếng Anh học viên không chuyên trường Đại học Trần Đại Nghĩa M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 Hanoi, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* NGUYEN THANH NGA THE IMPACT OF LEARNERS’ MOTIVATION IN ENGLISH ACQUISITION: A CASE OF NON-ENGLISH MAJOR STUDENTS AT TRAN DAI NGHIA UNIVERSITY Nghiên cứu ảnh hưởng động học tập việc học Tiếng Anh học viên không chuyên trường Đại học Trần Đại Nghĩa M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 SUPERVISOR: PHAN THE HUNG, Ph.D Hanoi, 2014 DECLARATION OF AUTHORSHIP Student’s Declaration: I, Nguyen Thanh Nga, hereby declare that the work entitled ‘The Impact of Learners’ Motivation in English Acquisition: A Case of Non-English Major Students at Tran Đai Nghia University’ is my own work I did not copy from any other people’s works except where dues reference or acknowledgement is made explicitly in the text Signed: _ Date: _ i ACKNOWLEDGEMENTS I am deeply indebted the Faculty of Post-graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi as an active learning environment where I have chance to receive knowledge and experience life as a post-university student Thanks to the school, I have been approached professional training and educating that is required by modern society I would like to sincerely thank the teachers at the Post-graduate Studies for providing me with foundation as well as advanced knowledge of English language in learning process I am greatly indebted to PhD Phan The Hung, as my supervisor for providing me with useful techniques to carry out the study I also have accumulated helpful experience from his suggestions and valuable comments on the writing of this thesis My appreciation is also extended to a number of members of classes DH03601 of the Faculty of Infantry Weapon and DH03801 at the Faculty of Ammunition, with their truthful answers, I can complete my research Their support is greatly appreciated Very special thanks are due to my close friends who are Pham Le Nu Tuyet Ngan, Do Thi Tuyet Suong, Nguyen Quynh Nga With their suggestions and contributions, I had many good ideas for my research, they are my fellowtravellers who shared happiness and difficulties with me throughout this research period And last, but by no means least, my heartfelt thanks go to the members of my family They gave me the biggest encouragement to help me not feel pressure to focus on this task Without whose unfailing love, understanding, encouragement, and support over time and distance, I could not have got this far ii ABSTRACT Motivation-a psychological aspect, which is considered as one of the most crucial factors in English acquisition, is very important in fostering learner’ positive attitude toward the L2 learning process However, how special the influences of motivation on non-English major students in army environment is, compared to other civilian training types Thus, this study is conducted to investigate some elements that motivate and de-motivate students in EFL courses for basic purpose at Tran Dai Nghia University, an example of military schools The data was collected through the survey questionnaires and interview of 78 students in two classes of two different faculties in order to find out what should be considered to improve teaching and learning quality of the L2 in this school Key words: Motivation, acquisition, motivate, de-motivate iii TABLE OF CONTENTS DECLARATION OF AUTHORSHIP i ACKNOWLEGEMENTS .ii ABSTRACT iii TABLE OF CONTENTS iv DEFINITION OF TERMS vii LIST OF ABBREVIATIONS .viii LIST OF TABLES AND FIGURES ix PART A: INTRODUCTION Rationale Aims of the study Scope of the study Methods Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Motivation 1.1.1 Definition of motivation 1.1.2 Motivation in English acquisition 1.1.3 Classification of motivation 10 1.1.3.1 Intrinsic and extrinsic motivation 11 1.1.3.1.1 Intrinsic motivation 11 1.1.3.1.2 Extrinsic motivation 12 1.1.3.2 Integrative and instrumental motivation 12 1.1.3.2.1 Integrative motivation 12 1.1.3.2.2 Instrumental motivation 13 1.1.4 De-motivation in language acquisition 13 1.1.5 Factors that influence students’ motivation in English acquisition 14 iv 1.1.5.1 Teacher-related factors 14 1.1.5.1.1 Professional competence 14 1.1.5.1.2 Teaching style 15 1.1.5.1.3 Commitment to teaching 15 1.1.5.2 Learner-related factors 15 1.1.5.2.1 Intelligence 15 1.1.5.2.2 Aptitude 16 1.1.5.2.3 Personality 16 1.1.5.2.4 Learning strategies 17 1.1.5.2.5 Learners’ belief 17 1.1.5.2.6 Age of acquisition 18 1.1.5.2.7 Anxiety 18 1.1.5.3 Learning condition-related factors 18 1.1.5.3.1 Physical conditions 18 1.1.5.3.2 Atmosphere in the classroom 19 1.2 Theoretical backgrounds of second language acquisition 19 1.2.1 Definition of second language acquisition 19 1.2.2 Principles of second language acquisition 21 CHAPTER 2: METHODOLOGY 23 2.1 Participants and setting of the study 23 2.1.1 Participants 23 2.1.2 Setting of the study 23 2.2 Data collection 24 2.2.1 Data collection instrument 24 2.2.2 Data collection procedure 25 2.2.3 Data analysis procedure 26 CHAPTER 3: FINDINGS AND DISCUSSION 27 3.1 Findings 27 v 3.1.1 Students’ attitude and reasons toward English and English acquisition 27 3.1.1.1 Students’ attitude of English 27 3.1.1.2 Types of students’ motivation in SLA 27 3.1.1.3 Students’ comments upon frequency of activities 29 3.1.2 Factors that influence students’ motivation in SLA at TDN University 30 3.1.2.1 Teacher-related factors 30 3.1.2.2 Student-related factors 32 3.1.2.3 Learning condition-related factors 34 3.2 Discussion 36 3.2.1 Techniques in teaching English at TDN University 36 3.2.2 Factors that de-motivate students’ motivation in English acquisition 37 3.3 Pedagogical implication 37 PART C: CONCLUSION Conclusions of the study 39 Limitations of the study 40 Suggestions for further study 40 REFERENCES 41 APPENDICES I APPENDIX I APPENDIX IV vi DEFINITION OF TERMS Motivation: the psychological feature that orientate an action toward a desired goal Acquisition: cognitive process of acquire skill or knowledge Intrinsic motivation: situated within or belonging solely to nature of something Extrinsic motivation: one kind of motivation coming from outside factors Integrative motivation: one kind of motivation related to be assimilated to target language -spoken countries Instrumental motivation: one kind of motivation related to use the language as an instrument to get something vii LIST OF ABBREVIATIONS TOEFL: Test of English as a Foreign Language TOEIC: Test of English for International Communication IELTS: International English Language Testing System ESL: English as a Second Language SLA: Second Language Acquisition TDN: Tran Dai Nghia L2: Second language IM: Intrinsic motivation FL: Foreign language ESP: English For Specific Purpose EFL: English as Foreign Language ESL: English as Second Language viii The arrangement of seat is considered in suitable activities because the percentage of three feeling is equal Only 48 students suggest having more than one material for English course beside a group of 30 students not like to have other materials, they think one is enough Using only English-target language during the lessons seems to be inadequate, with only 37.2% of participants support the idea of English only in introduction, transmission, explanation, and judgment The opposite view point estimates a number of 49 students Making conversations with students about their thought, their living condition, their expectation is also a good way to motivate their preference of L2 acquisition, 84, % of students agree with that In brief, some objective aspects such as teaching aids, teachers’ flexibility inside the classroom can enhance students’ motivation Without supporting elements related to physical condition and positive atmosphere, students will study the language unsatisfactorily 3.2 Discussion 3.2.1 Techniques in teaching English at TDN University Students like discovering the language to not only complete the curriculum but also need the demands of getting updated information Hence, supplying students with various inputs by different but proportional methodologies is taken care Teaching grammar, vocabulary, pronunciation, and communicative skills combined with taking advantages of videos and audios It can be said that, many students of first year in Basic English courses at TDN school prefer working with partners to individual learning They want to share their idea in solving given tasks, listen to peers who are at the same level and the similar thoughts For example, making conversations in pairs should be used in high frequency to create them more opportunities for practicing speaking skill Those dialogues can be related to role playing, expressing their own knowledge background, in pre-reading and pre-writing, etc,… Issues for working in-groups in 36 suggestion are listing items for separate topic; ask them to take the responsibility for conducting a specific point Such team-buildings will develop their cooperation, which refers to unitized mood in the army environment Besides, playing games at some time is considered as a helpful way to avoid stress from military life but they are still support learning quality 3.2.2 Factors that de-motivate student’s motivation in English acquisition According to the findings, two dimensions decreasing students’ motivation are subjective and objective, but the later can be seen more clearly In other words, the impact of teacher and learning related factors seems to be assessed much more than elements referring to students themselves Teachers’ competences about the subject in term of their knowledgeable ability and flexibility in teaching methodologies are very important Up-to-date information for students’ widened background knowledge about the real world, specific information for adapting students’ military-related concern create their belief in English acquisition at the school In addition, teaching style plays an essential role in their learning Students are fond of an openhearted teacher who understands their needs, circumstance in such a particular environment as army Moreover, the limitation in supporting materials, and strict atmosphere are main reasons causing falling down in their positive attitude toward the language acquisition Learning in a humorous environment under teachers’ control can create their satisfaction and comfortable inside the classroom 3.3 Pedagogical implications Relying on the findings of the study, I would like to suggest some ideas for English teachers and educational managers in educating soldiers at university level at Tran Dai Nghia University- College of Military Technology Officers Students’ main reasons of L2 acquisition are to relax and update information in the target language; to complete the training compulsory curriculum with high score Thus, teachers should provide their learners with large amount of background knowledge around the world via different means For 37 instance, it is very useful to introduce to students information about special features of cultures of different countries around the world; necessary tips to solve some problems in many situations, fields In addition, giving them terms related to military issues to meet their curiousness about their major Moreover, it is essential for instructors to lead their learning content to the required examination result Two more important motivational strategies should be applied inside the class are pair work and group work It creates more chance for students to not only interact with their classmates but also discover their implicit ability about the language Doing grammar exercises with sentence completion, filling paragraph gaps or multiple choices is better for individual only Other kind of tasks with conversations is good for working in pair and working in-group To make them useful for learning process, teachers should carefully consider the suitable time for each activity combined with instruct and control their participation in given tasks to avoid distraction during working process Ten minutes for pair working and fifteen minutes for students to work in-group are quite acceptable On the other hand, it should be more time for students to complete the tasks requiring their creativeness Teachers’ contribution in enhancing students’ learning motivation is very significant They foster learners’ motivation in way of creating active learning atmosphere, but regulation is also guaranteed Use of English should be controlled to avoid misunderstanding the content of each lesson Their encouragement to students’ accomplishment will decrease their motivation in L2 acquisition Providing students with supporting materials such as projector to show pictures, video clips, sounds for animation that relate to lessons for transmitting the knowledge have to be concerned to attract sutdents’ attention for each lesson 38 PART III: CONCLUSION Conclusions of the study The study is taken into account through the contribution of numerous theorists concerning the issues about motivation in life in general and in L2 acquisition in particular There are many viewpoints about learning motivation that are related to self-determination, social aspects, internal versus external aspects, learner-teacher-learning aspects, etc… Motivation theories are distinguished in two main definitions that are intrinsic and extrinsic motivation, instrumental and integrative motivation Even though it is viewed in such different dimestions, motivation is always considered as a very important psychological aspect for a person to something The students here tend to follow the second group, they study English in order to receive high grade through getting good using of the language Moreover, applying English as a helpful instrument for discovering the essence of the world is important to students’ perception … The gap between language learning and acquisition is also mentioned They differ from the way of studentd deals with the language basing on getting the structure of grammar or conveyed meanings in utterance Not everything develops individually, and motivation is no exception It is dominated by the list of three factors de-motivate students’ motivation which is generalized in learner- related factors, teacher-related factors and learning-related factors Each factor includes its properties influences students’ attidtude depending on different levels Among them, according to the results, what teachers and supporting tools inside the class are considered as problems that are more influential Teachers can foster students’ positive attitude in the language learning by bringing them relaxing but useful learning period Various material-supplied classroom is also a important recommendation in creating different types of approaching the lesson, it is shown through applied teachers’ methodologies 39 Limitations of the study This research includes things about the psychological aspects toward first year students’ motivation in English acquisition at Tran Dai Nghia University There are some limitations in the research: - Although it mentions three different elements for basic purpose, it just focuses on their learning for general manner, means that it is not concentrated on separate skill, which is speaking, listening, writing, reading, grammar, pronunciation or vocabulary - Despite it is about students’ motivation, its answers are for learners only, there is no question for teachers who directly take the responsibility in giving lesson, instructing them to practice with the target language Suggestion for the further study In order to create effectiveness in teaching and learning English at Tran Dai Nghia University for military training kind, I would like to suggest some problems should be investigated: - What teacher should to foster students’ motivation in teaching communicative skill for students at military institutes? The question above is necessary because a teacher with his or her styles, profession plays a determinant factor in students’ learning To estimate the equivalence between learning and testing, from this to improve students’ score that truly reflects students’ real competence at military schools It is helpful to conduct the following research: - Assess the correlation between English learning and testing at Tran Dai Nghia University Besides, not only Basic English, but also English for Specific Purpose is taught at the school To investigate the following research can support students for their future study about their major 40 - What should be done to increase students’ learning quality in English for specific purpose? 41 REFERENCES Brown, H (2000) Principles of language learning and teaching New Jersey: Prentice Hall Brown, J.D & Rodgers,T.S.(2002) Doing second language research., Oxford: Oxford University Press Brown, R and C Hanlon (1970), Derivational complexity and order of acquisition in child speech Brown, R., C Cazden, and U Bellugi (1973) ‘The child's grammar from I to III’ Clement, R., Dörnyei, Z., and Noels, K (1994), Motivation, Self-Confidence, and Group Cohesion in the Foreign Language Classroom Language Learning, 417-448 Crookes, Graham & Richard W Schmidt (1991), Motivation: Reopening the Research Agenda Language Learning 41: 469-512 Deci, E L & R M Ryan (1985), Intrinsic motivation and Self-Determination in Human behavior, Plenum, New York Deci, E L., & Ryan, R M (2000) The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior Psychological Inquiry, 11, 227-268 Deci, E L & R M Ryan (2000): Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions, Contemporary Educational Psychology, University of Rochester 10 Dörnyei, Z (1994), Motivation-Motivating in the foreign Language Classroom, the Modern Language Journal, Vol.78, No.3 11 Dörnyei, Z (1998), Motivation in second and foreign language learning, Language Teaching Vol.31 12 Dörnyei, Z (2001), Motivational strategies in the Language Classroom Cambridge University Press 42 13 Dörnyei, Z (2005), Psychology of the Language Learner: Individual Differences in Second Language Acquisition Mahweh ; London : Lawrence Erlbaum 14 Eric, S., (2010), Rapport in the Classroom, Center for Teaching Excellence, United States Military Academy, West Point, NY 15 Fermindez-Corugedo, S G (Ed.) (1999) Essays in English language teaching: a review of the communicative approach Spain: Servicio de Publications 16 Gardner, R (1960) Motivational variables in Second Language Acquisition, McGill University 17 Gardner, R (2006) The socio-educational model of second language acquisition: a research paradigm EUROSLA Yearbook, 6, 237–260 18 Gardner, R (2007) Motivation and Second Language Acquisition, University of Western Ontario 19 Kocić, A (2010), The Effect of Aptitude on Language Learning, University of Niš, Faculty of Philosophy 20 Krashen, S and H Seliger (1975) ‘The essential contributions of formal instruction in adult second language learning.’ TESOL Quarterly 9: 173183 21 Kumaravadivelu, B (2006), Understanding Language Teaching: From Method to Post method, San Jose State University 22 Junko, M (2005), New framework of Motivation in Second Language, The Keiai Journal of International studies, No.16, Keiai University 23 Liuolienė A., Metiūnienė R (2006), Second Language Learning Motivation, Mykolas Romeris University 24 Mackey, A &Susan, M G (2005) Second language research: methodology and design New Jersey: Routledge 25 Mastoor Al Kaboody, (2013): Second Language Motivation: The Role of Teachers in Learners’ Motivation, Northern Arizona University 43 26 Naghmeh, B (2012), Motivation in Learning English as a Second Language: A Literature Review, University of Manitoba 27 Noels K.A (2001), Learning Spanish as a Second Language: Learners’ orientation and perception of their teachers’ communicative style, Language Learning 28 Oxford, R (1989), Language Learning Strategy: what every Teacher should know, New York: Newbury House 29 Oxford, R (1996b), Language learning motivation: Pathways to the new century, Honolulu: Unversity of Hawaii, Second Language Teaching and Cirriculum Center 30 Richard J., Luc G., Marc R., Nathalie M., Caroline S., Evelyne F., (1992), The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic, and Amotivation in Education, Educational and Psychological Measurement 31 Rima Aboudan (2009), Laugh and Learn: Humor and Learning a Second Language,United Arab Emirates University 32 Schmidt, R., Boraie, D., Kassbgy, O (1996), Foreign Language Motivation: Internal Structure and External Connections, In R Oxford Ed., Language Learning Motivation: Pathways to the New Century Honolulu: University of Hawaii Press 33 Seyyed, H., Delaram, D (2013), Language Learners’ attitude and beliefs: brief review of the related literature and framework, International Journal on New Trends in Education and Their Implications, Volume: Issue: Article: 06 ISSN 1309-6249 34 Stephen, D (1982), ‘Pinciples and Practice in Second Language Acquisition’ 35 Trang, T, Baldauf, J., and Richard, B (2007) Demotivation; Understanding Resistance to English language learning_ the case of Vietnamese students The journal of Asia TEFL, 4(I1): 79- 105 36 Trang, T., Karen Moni and Richard B Baldauf, Jr (2012), Foreign language anxiety and its effects on students’ determination to study English: To 44 abandon or not to abandon?, TESOL in ContextSpecial Edition S3: November 2012.Walker, C O., Greene, B A., & Mansell, R A (2006) 37 Wlodwoski, R.J (1985), Enhancing Adult Motivation To Learn San Francisco: Jossey-Bass 45 46 APPENDICES APPENDIX QUESTIONNAIRES TO STUDENTS Tick in the item that you agree with Question 1: Do you like English? Like a lot Like Don’t like Hate Question 2: Why you study English? It is a compulsory subject 10 To pass the examination with high grade 11 To study abroad 12 I want to get a good job in the future 13 I want to make foreign friends 14 It is useful when travel in many countries 15 I like reading newspaper, watching film, listening to music in English 16 I want to make my parents and teachers proud of me Question 3: What kind of activities you like inside the classroom? Always Often Sometimes Never Individual Pair work Group work Question 4: What are influence levels of teacher-related factors on your FLA and SLA? Very strong Strong Not strong No influence Professional competence Teaching style Teachers’ commitment Explanation: - Professional competence: the way of teachers who have adaptable knowledge and are proficient in transmitting their knowlegde to the students - Teaching style: the way of the teacher behaves inside the class - Teachers’ commitment: relating to their willingness inside the class Question 5: Assess the influence of the factors below toward your L2 acquisition Strongly influenced Ability in dealing with various communicative tasks Competence of memorizing and distinguishing different sounds Properly understanding and using grammatical points Capability for assessing the material quality Adaptability in variety activities The current age of acquisition Acquiring the language with some worry Influenced Not influenced Question 6: How you evaluate the level of learning-related factors toward your motivation? Strongly influenced Influenced Not influenced Physical conditions Atmosphere Question 7: What motivational elements can be supplied and applied to motivate students? Strongly like Main material with reference books 10 Pictures for learning vocabulary 11 Video clips, films, music…in each lesson 12 Games for relaxing 13 Seats for group of four students 14 English is always used in almost the time 15 Teachers students chat with during the class 16 Humorous stories used to transmit message Like Dislike APPENDIX INTERVIEW TO STUDENTS Question 1: Do you think that the teacher who has useful knowledge and helpful methodology influence your English learning? Question 2: What kind of teacher (strict or friendly one) can motivate or even demotivate your learning process? Question 3: What are advandtages and disadvantages of individual working? Question 4: What are advandtages and disadvantages of pair working? Question 5: What are advandtages and disadvantages of group working? ... STUDENTS AT TRAN DAI NGHIA UNIVERSITY Nghiên cứu ảnh hư? ?ng đ? ?ng học tập việc học Ti? ?ng Anh học viên kh? ?ng chuyên trư? ?ng Đại học Trần Đại Nghĩa M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE:... as a Foreign Language TOEIC: Test of English for International Communication IELTS: International English Language Testing System ESL: English as a Second Language SLA: Second Language Acquisition... TDN: Tran Dai Nghia L2: Second language IM: Intrinsic motivation FL: Foreign language ESP: English For Specific Purpose EFL: English as Foreign Language ESL: English as Second Language viii LISTS