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Vinh University Foreign Language Department - - Investigation into high school students’ Motivation in learning English: How to improve (Nghiªn cøu ®éng c¬ häc tËp cđa häc sinh THPT viƯc học tiếng Anh: Làm để cải thiện) Graduation thesis Field: English Methodology Supervisor: Nguyễn Thị Vân Lam, M.A Student: Phan ThÞ Mai Class: 5A - English Vinh-2008 i Acknowledgements My graduation thesis has been completed with great support from my teachers, friends and members of my family First of all, I would like to gratefully and respectfully acknowledge my supervisor, Mrs V©n Lam (M.A) for her enormously useful advice, constant and tireless helps and support when doing this study Without her help, the study would have never finished Additionally, I wish to express my deep gratitude to the dean and the teachers in the Foreign Languages Department for accessing this subject to be in our curriculum and their valuable advice I also benefited greatly from useful reference books offered by the librarian Also, I am grateful to the students in Nguyen Du high school from whom I have received a vast amount of help in the survey completion Last but not least, I am in debt to my beloved family and my dedicated friends who are always by my side with their constant help and spiritual support during my studying process Vinh, May 10, 2008 Phan ThÞ Mai ii Abbriviations FLA : First Language Acquisition SLA : Second Language Acquisition SLL : Second Language Learning iii Lists of figures Figure 1.1: Sources of Motivational Needs 11 Figure 1.2: A Combination of Internal or External Focus of Control 12 Figure 1.3 Integrative and Instrumental Motivation Contrasted by Intrinsic and Extrinsic Sources 16 Figure 2.1.Students and their Interest in Learning English 27 Figure 2.2 Chart Showing Students and their Interest in Learning English 27 Figure 2.3 Number of Motivated students in Studying English 27 Figure 2.4 Motivation in High School Students 28 Figure 2.5 Realization of Integrative Motivation in Students 28 Figure 2.6.Characteristics of Good English Learners 28 Figure 2.7 Students‟ Feeling When Making Presentation (1) 28 Figure 2.8 Students‟ Feeling When Making Presentation (2) 30 Figure 2.9 Students‟ Instrumental and Integrative Motivation 31 Figure 2.10 Students‟ Opinion about the Content of the Lecture 32 Figure 2.11 Students‟ Opinion about the Learning Goals 33 Figure 2.12 Students‟ Opinion about the Classroom Atmosphere 33 Figure 2.13 Students‟ Opinion about the Techniques of Motivating Students (1) 34 Figure 2.14 Students‟ Opinion about the Techniques of Motivating Students (2) 34 Figure 2.15 Students‟ Opinion about the Techniques of Motivating Students (3) 35 Figure 2.16 Students‟ Opinion about the Techniques of Motivating Students (4) 35 Figure 2.17 Pedagogical Practices used to Increase Levels of Motivation 35 Figure 2.18 Students‟ Opinion about the Techniques of Motivating Students (5) 36 Figure 2.19 The Final Marks of Students in 11A8 and 11A9 36 Figure 2.20 The Final Marks of Students in 11A8 and 11A9 (percentage) 36 Figure 2.21 The Learning Outcomes of Students 36 iv Table of content ACKNOWLEDGEMENTS .i ABBRIVIATION .ii LIST OF FIGURES ii TABLE OF CONTENT .iv Part A - introduction Reasons for choosing the topic .1 Aims and Objectives of the study .1 Scope of the study Methods of the study .2 Design of the Study Part B - development Chapter 1- theoretical background .4 1.1 First and second language learning .4 1.1.1 First and second Language .4 1.1.2 Learning and Acquisition 1.1.3 First and Second Language Learning .4 1.2 Factors affecting second language learning .6 1.3 Motivation 1.3.1 Definition .8 1.3.2 Classification of motivation .9 1.3.2.1 Internal and external motivation 10 1.3.2.2 Intrinsic and extrinsic motivation 12 1.3.2.3 Integrative and instrumental motivation .14 1.3.2.4 Global, situational, and task motivation 16 1.3.3 Levels of Motivation .16 1.3.4 Motivating learners in Learning Second Language 18 1.3.4.1 Motivating second language learners into the lessons .18 1.3.4.2 Varying the activities, tasks and materials .19 1.3.4.3 Using cooperative rather than competitive goals .20 1.3.4.4 Motivating Second Language Learners through Feedback 22 v 1.3.4.5 Increasing Second Language Learners‟ Extrinsic Motivation 23 Chapter 2- investigation into motivation in classroom settings in Ngun Du high school – Hµ TÜnh 25 2.1 Overview of the survey 25 2.1.1 Aims of the survey .25 2.1.2 Informants and Settings 25 2.2 Description of the survey questionnaires 26 2.2.1 Survey questionnaires .26 2.2.2 Results and Findings .27 Chapter 3- suggestions for motivating students in language Learning 38 3.1 Motivating Students to Learn English at the Classroom Level 38 3.2 Motivating Students to Learn English at the School Level 41 3.3 Motivating Students to Learn English at Home 42 Part C- Conclusion .47 Recapitulation .47 Suggestions for Further Studies 47 Reference 49 Appendix 51 vi Part A- introduction Reasons for Choosing the Topic Motivation is perhaps the key that leads to consecutive success in the learning process in general and in second language acquisition in particular In fact many learners achieve fruitful results in second language acquisition, while others not There raises a question for the classroom teacher of every discipline: “how to motivate students or how to create a motivating classroom?” The author herself is really fond of finding the answer for this question and takes it as her concern and preoccupation In addition, the author would like to rightly focus on the motivation of students in the classroom settings, where the learning process takes place and where students are eager to learn new knowledge By making the classrooms places where students enjoy coming due to the interesting and relevant content, suitable learning goals and supportive atmosphere, teacher can positively contribute to the students‟ success in learning process Motivation in classroom is, therefore, of great importance and practical value for teaching and learning Additionally, recent research has shown that the classroom teachers tend to use nonpedagogical techniques of creating motivation for their students by only preoccupying about external motivation Thus, the author would like to present what she learns about motivation in classroom settings with the hope of providing a little help for those who also care about motivation and are really in need of it Last but not least, the author is training to be a teacher of English in the near future and teaching is considered as a demanding job Teaching not only requires the teacher to know how to “teach” but also how to “educate”, i.e nurture the learners‟ soul Hence, she is keen on finding out about what motivation is and how to motivate the students Through a full, if not profound, knowledge about motivation, she would like to know how to make the learning process easier for the students and be a good and understanding teacher to make her dream come true With all the reasons above, the author is to conduct her research entitled: “Investigation into High School Students‟ Motivation in Learning English: How to Improve.” Aims of the Study Motivation to learn is necessary and paramount to student success, especially in second language learning Due to this fact, there have been a large number of theories and techniques proposed in order to explore motivation and its benefit The study also aims at investigating into motivation in classroom and its benefit in students‟ second language learning Hopefully, this study can contribute a little understanding and implication to those who are also interested in this topic Furthermore, this study is designed to interest and serve a number of people involve in language teaching such as the teachers, trainee teachers, etc It heads for demonstrating some techniques to motivate students in language learning; thus, the classroom can be a positive environment Besides, investigating into motivation is object-oriented; therefore, the object of this study is the students from two classes 11A8 and 11A9 in NguyÔn Du high school who are engaged in learning English as a main subject in their curriculum Scope of the Study Many people believe that motivation to learn is the key element in language learning However, it is also a complex concept with related items Due to the small scope of the study, the author only wishes to concentrate on motivation in classroom and how its applied theory works in practice referring to a survey on a certain language classroom Also, she would like to present some techniques of motivating students into learning English at three levels: at home, at school and class level Methods of the Study Due to the limitation and the characteristic of the study, the following methods and procedures were employed: Analytic and synthetic methods Comparative and contrastive methods The first is reviewing the theories related to the matter in concern in order to shape up a framework for the analysis, collecting books and materials, finding and select necessary information, and carrying out the survey The next is analyzing selected information and data, then arrange results into categories for comparison In the end, the information and data obtained will be dealt with, analyze so as to come to conclusion, and accordingly, to make critical comments Design of the Study The thesis consists of three main parts Part I- Introductions This part includes five sub-parts: the reasons, aims, scope, methods and design of the study Part II - Development Chapter - Theoretical Background of Motivation In this chapter, the author discusses first and second language learning and factors that affect SLL including motivation She also presents her understanding about motivation as an important factor in the success of learning second language The study looks into what is motivation to learn and kinds of motivation as well as levels of motivation Besides, the thesis indicates several ways of motivating students into second language learning Chapter - Investigation into Motivation in Learning Second Language This chapter describes the actual situation of motivation that the author has observed and carried out survey in Nguyen Du high school during her teaching practice there Chapter - Suggestions for Motivating Students in Language Learning Chapter introduces several strategies with sample of activities to increase students‟ motivation in learning second language withdrawn from experimental experience that the author gleamed and collected after her teaching practice Part III - Conclusion This part summarizes what has been discussed in the two parts above and offers some suggestions for further studies The references listed the references book from which the author gleams information and cites words in support for her study In the appendix is the questionnaire the author uses in her study Part B -development Chapter 1-theoretical background 1.1 First and Second Language Learning 1.1.1 First and Second Language First language is the language(s) that an individual learns first First language is also called native language or mother tongue Second language is defined as any language other than the first language learned in a broader sense In a narrower sense, it is a language learned after the first language in a context where the language is used widely in the speech community For example, the Vietnamese people in England have their first language Vietnamese and their second language English 1.1.2 Learning and Acquisition According to Krashen (cited in Nguyen Thi Van Lam and Ngo Dinh Phuong, 2007) the Acquisition- Learning Hypothesis claims that there are two distinctive ways of developing competence in a second or foreign language „acquisition‟ and „learning‟ Acquisition is the “natural” way and refers to an unconscious process that involves through using language for meaningful communication Sometimes acquisition occurs in class while we are exposed to samples or patterns of the second language that we understand In contrast, learning refers to a conscious process of study and attention to form and rule learning The result of learning is the explicit knowledge about the forms of a language and the ability to verbalize this knowledge Learning occurs in class and errors corrections can help to develop learned rules Krashen (1982, cited in Nguyen Thi Van Lam and Ngo Dinh Phuong 2007) claims that acquisition is by far the more important process and learning cannot turn into acquisition 1.1.3 First and Second Language Learning In order to explain for how language is learned, linguists and psychologists proposed several theories, namely behaviorism, innatism, and interactionist position 1.1.3.1 Behaviorism Behaviorism is considered as the earliest psychological theory in explaining FLL Behaviorism accounts for SLA with the same theory as for FLA Behaviourists Thirdly, it is advisable that administrators and teachers model and communicate the value of lifelong learning for students to their utmost to learn What is more, administrators should develop a school climate that realizes students‟ differences, encourage students‟ creativity Only when looking at students as individual can administrators and teachers take notice of students‟ need and wants Also, learning does not mean modeling or imitating but accumulating knowledge with creativity Therefore, students should be encouraged to create on their own Besides, the teachers and educators should encourage students who lack a sense of efficacy by providing success-would- be situations Also, they can put the students into challenging situation or tasks with the aims of reassuring the students to be successful Furthermore, administrators are advised to support teacher‟s efforts to increase students‟ motivation, and encourage student-centered learning and outcome-based instruction Teacher‟s role has changed in recent years and no longer considered as “ the sage on the stage” but “guide on the side” It is the students who take the ownership of their learning and all the activities in classroom have to focus on students Outcomebased instruction helps slower students to experience success without having to compete with faster students In addition, administrators and teachers had better provide and take an extra course on professional development activities dealing with motivation, effective use of homework, and students‟ engagement Then they can vary the tasks, materials and activities and use techniques to develop and maintain students‟ motivation in learning English These kinds of course can be held at summer time or any time of convenience Last but not least, it is advisable that teacher should develop ways to involve students‟ parents into the matter of motivation This strategy shows a circle of education: family, school and society Besides, administrators and teachers should give them some guidance in enhancing students‟ motivation At school levels, we can hold some kinds of activities to motivate students to learn English on a larger scale (i.e for or more classes) such as English learning clubs, English speaking clubs, Olympics competition In this study, the author introduces Olympics competition as a sample activity to increase students‟ motivation in learning English + Purposes - To promote students‟ motivation in learning English 39 -To give students the chances to play games and other interesting activities -To provide students the chances to compete with each other -To exchange and brush up knowledge -To give students the opportunities to help each other with English + Requirements - Competitors: teams of students from classes - Time: one day- off - Place: school hall - Examiner staff: head master, vice- head master, and teachers of English in school - MC + Procedure Preparation: Questions and rewards Practice: - Salutation: greeting and introducing members - Competition: o Background knowledge: MC introduces the rules of playing: there are 20 questions, 10 seconds for each question, each team will get one point for correct answer and lose chance for incorrect or late answer For example - Who says the sentence: “the most permanent lessons in morals are those which come, not of booky teaching, but of experience”? (Mark Twain) - What is the full form of “Enc.” at the end of letters? (Enclosure) - What does “E” in UNICEF stand for? (Emergency) - Etc o Ability: Requirement: one representative from each team has to show their aptitude of singing an English song or making an English poem or drawing a cartoon with callouts in English, etc Rules: Maximum point is 10 and each team has minutes to perform o For audience: 10 students are to play a game and have chance to get reward, they have to answer in turn in seconds, wrong or late answer will not be accepted and all the answers have to begin with one selected letter (Letter S) For instance - One part of human body underneath the head? (Shoulder) 40 - What we can hear? (Sound) - Synonym of “some”? (Several) - Not generous? (Selfish) - Complete the phrase “ take somebody by …” (Surprise) - Etc o Situation- solving: rules: one team has one situation to discuss in minutes, representative from each team has to answer in minutes in turn, the maximum mark is 10 points Situation 1: You were a good student One day, you had a sudden headache and fell asleep forgetting to homework Next morning, teacher called you to check up the old lesson, you neither did homework nor answer teacher‟s question Teacher was angry and asked you to invite your parents to school What would you do? Situation 2: You were late for school because of your over-sleep On the way to school, you saw an accident and carried the injured to hospital During that time, teacher made a call to your sister and knew that you were late and on the way to school When teacher asked for the reason, you told her about the accident but she did not believe in you and you were punished for telling lies What would you do? o Lucky number: deliver students with number cards at the beginning of the competition At the end of the competition, one person will draw a number at random and who has that lucky number will get present Conclusion: - Stating the winner -Giving presents and symbols of praise 3.2 Motivating Students to Learn English at Home To start with, teacher should design homework or out-of-class assignments that have clear purposes and are various, challenging, manageable and relevant to students‟ lives For instance, homework can be: “Write about a holiday activity in your hometown” (130- 150 words) Additionally, teacher had better talk about the homework expectations at the beginning of the school year for both students and their parents The expectations can be: Purpose Characteristics 41 Instructions and explanation Evaluation and feedback Penalties for late or incomplete homework Contacts if necessary Additionally, teacher should emphasize on the consistency of homework in order to have students their homework regularly The following is an example of activities to motivate students into learning English: Pair assignment + Purposes: - To heighten students‟ motivation in learning English - To help students with cooperative skills - To allow for more in-depth exploration of topics than is possible during class time - To keep students to learn everywhere: at class and at home - To develop their homework routine - To remove their anxiety, retention and confusion because doing exercise at home is more relaxing + Requirements: - Students work in pair (new pair after one homework assignment) - Students discuss about provided topics - Students take note what they have discussed and hand in to the teacher - Fixed deadline - Maximum mark: 10 (Students will be marked equally) - Comments on their own papers - Questions are replied at break time + Topic can be: The benefits of wearing helmet 3.3 Motivating Students to Learn English at the Classroom Level First of all, teachers should use extrinsic reward sparingly and worthily The extrinsic motivator shows its best and become effective when the rewards are related to the completion of the task In addition, reward should be only for those who are obviously deserved or else students may misunderstand that minimal effort is acceptable if the teacher gives a prize for the minimal success of work The reward, therefore, 42 becomes meaningless For instance, after stating the winner of the competition, teacher can deliver candies for students For the next time, after students have guessed correctly what is in the teacher‟s bag, teacher can give that picture for students as a reward The reward, of course, should be various Secondly, teacher should make clear and consistent expectations for performance and behavior in classroom Students should know what performance and behavior is expected and what is unexpected in class Learning about the teacher‟s expectations, students will be stimulated to make efforts to For example, teacher can give students the chance to discuss how to evaluate their work by criteria From their opinions, teacher can build up criteria for individual assignment for each level: high, average and low For the high level in a speaking class the assignment can be evaluated through fluency, interesting content, some acceptable grammatical mistakes, etc and so forth Thirdly, another technique that can help teacher to motivate his students into learning English is responding positively to students‟ questions and praise students verbally for work which is well done Students always wonder about anything around them In English learning class, they have questions about new words, structures and always ask for translating sentences Teacher should be patient to respond and explain to them Every time students complete something with good result, teacher should not hesitate to praise them verbally Indeed, students‟ good results reflect their efforts and teacher‟ s praise will encourage them for better results next time In addition, teacher should divide large tasks into smaller goals in prevention of students‟ discouragement about lengthy projects In practice, many listening tasks are the form of question and answer Teacher can divide these tasks flexibly into smaller goals: some for question and answer, others for missing information, etc This technique not only removes students‟ dismay but also prevents them from using reference books In addition, teacher should make sure that kinds of task, material and exercise are various The repetition of these projects cause dull and boring class time Students are much more stimulated when they are exposed to the diversity of task, material and exercise Also, teacher had better promote learning to mastery Mastery is the destination of students‟ learning, and is what students orient to Students should be given the chances to deal with the task again if their assignments not reach expected results, however, some guidelines on how to achieve the desired result may give them a little 43 help For instance, two students are made a pair to make a dialogue basing on the cues provided in the textbook They may make some pronunciation mistakes After they finish speaking, teacher can have them practice the sounds that they pronounce incorrectly and then practice the dialogue further What‟s more, marking and evaluating students‟ work is very important Through evaluation, students know at which levels they are and what are their strengths and weaknesses, from which they can develop their self-evaluation and make a greater effort for the next times As a matter of fact, teacher should evaluate students as soon as possible after their completion of the project or the test and make sure that the feedback is clear, helpful and constructive Additionally, the criterion for teacher to evaluate students should be the task, and not in comparison to other students or else they will be unmotivated Furthermore, forthcoming activities always attract students and stimulate them to learn Also, one distinctive characteristic of English learning class is that teacher can use a large number of interesting forthcoming activities to motivate and ease students‟ learning Teacher, thus, should use several kinds of activities related to the lesson to draw students‟ attention Some kinds of activities are of great help such as hangman, spider word, crossword, noughts and crosses, etc Besides, in classroom settings, students want and need work that stimulates their curiosity and provokes their cravenness for deeper understanding It is advisable that educators should nourish the students‟ curiosity that can be used as a motive for students to learn and provide them with the stimuli or the input that is comprehensible and a little more difficult to awaken the students‟ curiosity Additionally, they should study on how to arouse intense curiosity through curriculum The foremost principles are to ensure the information about a topic is either fragmentary or contradictory and then to make sure that topic relates to students‟ personal lives In contrast to highly organized textbooks that scarcely awaken the learners‟ interest, the fragmentary information urges them to understand it further The learners can establish group work and tackle their tasks Also, the topics relating to students‟ lives that are manageable and resolved could involve them into finding out that underlying connection It is one of the motivators that creates and maintains their curiosity Last but not least, English textbooks are designed with some kinds of suggested form of activities such as work in pairs, work in groups, role- play, work with a partner, etc However, teacher should be flexible in their choice of the form of activities He can 44 use each kind of activity form or move from one kind of form to the other one smoothly One thing for teacher to remember is that using cooperative learning is more beneficial than competitive learning It is also important to note that there are other certain elements of classroom environment having impact on students‟ motivation such as seating arrangement and students‟ behavior For seating arrangement, students‟ seats should be accordant with types of learning activities in classroom: U-shaped arrangements for class discussions, rows for test taking, two table facing for group-discussions, etc The following is a sample of activities using in class to motivate students into learning English English learning club + Purposes - To create an English environment for students - To give students the chances to play games and other interesting activities - To provide students the chances to compete with each other using English and to create a competitive and competitive climate in classroom - To exchange and brush up knowledge - To give students the opportunities to help each other with English and learn more about one another - To give students the opportunities to learn and speak English - To enhance and maintain students‟ motivation in learning English + Requirements - Topic: Valentine‟s Day - Competitors: teams of students in class - Time: one day- off - Place: class room - Examiner staff: teachers of English in school, monitor, and vicemonitor - Audience: students in class - MC (the secretary) + Procedure Preparation: Questions and rewards 45 Practice - Salutation: greeting and introducing members - Competition: o Background knowledge: MC introduces the rules of playing: there are 10 questions, 10 seconds for each question, each team will get one point for correct answer and lose chance for incorrect or late answer - Question about Valentine‟s Day: o Special knowledge: Questions about English o Ability: Requirement: one representative from each team has to show their aptitude of drawing pictures while listening to the instruction form his teammates Rules: Maximum point is 10 and each team has minutes to perform - For audience: students can enjoy themselves in games such as naming things in the pictures, naming human body parts, or naming kinds of fruits, etc o Situation- solving: rules: one team has one situation to discuss in minutes, representative from each team has to answer in minutes in turn, the maximum mark is 10 points Conclusion - Stating the winner -Giving presents In fact, the choice of teaching strategies has an impact upon the students‟ motivation and interest The teacher‟s manner of approaching the teaching strategies will, also, has an impact on the students‟ motivation For example, an enthusiastic and interesting approach is more likely to motivate than a boring and dull one Consequently, the teacher had better not to appear to be disinterested in the content and the approach in order to create a positive attitude to learn for students 46 Part c- Conclusion Recapitulation English is an international language and plays a vital role in communication In fact, the demand for English has been increasing rapidly recently, English teaching and learning, consequently, has gained much consideration Among factors affecting English learning of students, motivation is regarded as the key that leads to roaring and continual success in the learning process Therefore, motivation is a matter of prime concern to many teachers and educators Actually, by making our classrooms places where students enjoy coming due to the interesting and relevant content, suitable learning goals and supportive atmosphere, teachers can positively contribute to the students‟ success in learning process The thesis aims at discussing about motivation and its relation to achievement in language learning In the thesis, the definition is discussed from different points of view: what is motivation, what is students‟ motivation and what is second language learning motivation Besides, the study investigates into the classifications and levels of motivation in order to have a full view about it Also, the study focuses on several ways of motivating students in second language learning that are review from linguists‟ work In addition, the study investigates the actual situation of learning English of the two classes in Nguyen Du high school and their motivation The study looks into what are really motivate students to learn English, which sources their motivation come from and their opinion about several fields of motivation as well as its relation Basing on the results of the survey and her practicing, the author presents some techniques that, hopefully, served to improve students‟ motivation in learning English These techniques result from the author‟s teaching and observation in deed The samples of activities, along with those techniques, may provide some help for those who care about this matter It is noteworthy in passing that these activities are easy and interesting to hold The value of them is really great and attractive Nevertheless, due to the limitations of knowledge, time and experience, the errors are probably inevitable and the study cannot cover all aspects related to the matter The author herself hopes that her findings will be some kind of supplementary information for those who are interested in students‟ motivation and how to improve it Suggestions for Further Studies Due to the small scope of a graduation paper, and the limitations of the author‟s knowledge and experience, this study cannot cover all aspects of the matter In this 47 thesis the author just deals with the motivation of learning English as a second language of two classes 11A8 and 11A9 in Nguyen Du high school and offers some suggested techniques Other related matter such as the nature of motivation, its benefit in certain language aspect learning, etc Also, the author does not specifically investigate in students‟ motivation in learning English skills and using teaching aids as a useful technique of motivation in learning English Additionally, the study aims at giving suggested techniques to motivate students in learning English at home, at school and classroom levels based on certain settings of Nguyen Du high school The suggested techniques, consequently, may fall short in other settings and may bring little or no effectiveness In conclusion, the author would hope and recommend that further studies will be carried out other aspects of motivation and give useful solutions to facilitate students in their learning English 48 References Brewster, C and Fager, J (2000) Increasing Students’ Engagement and Motivation: from Time-on-task to Homework NWREL Retrieved May, 10th, 2007 from http://www.nwrel.org/ Brumfit, C (1987) Communicative Methodology Language Teaching, UK: Cambridge University Press Catherine Doughty; Jessica Williams Focus on Form in Classroom Second Language Acquisition Cambridge University Press, 1998 Christison, M.A (1990) Cooperative learning in the EFL classroom In T Kral (Ed.) Teacher Development making the Right Moves Washington, D.C: US Information Agency Crookes, G., & Schmidt R.W (1991) Motivation: Reopening the Research Agenda Language Learning, 41(4), 469-512 Curry, D (1996) Close-up: a Photomotivational Text United States information agency Saricoban, A and Metin, E Songs, verse and games for teaching grammar The Internet TESL Journal, Vol VI, No 10, October 2000 Retrieved January 15th, 2008 from http://iteslj.org/ Falk, J (1978) Linguistics and language: A survey of basic concepts and implications (2nd Ed.) John Wiley and Sons Finegan, E (1999) Language: Its Structure and Use (3rd Ed.) Harcourt Brace 10 Green, C.F (1993) Learner Drives in Second-Language Acquisition In T Kral (Ed.) Teacher Development making the Right Moves Washington, D.C: US Information Agency 11 Harmer, J (1998) How to Teach English London: Longman 12 Hudson, G (2000) Essential Introductory Linguistics Blackwell Publishers 13 Kral, T (1996) Teacher Development making the Right Moves Washington, D.C: US Information Agency 14 Lam, Nguyen Thi V©n, and Phuong, Ngo Dinh (2007) Language Teaching Theory Vinh University 15 Lins, T (2005) Motivation and second language learning Grin- Scholarly Publishing House Retrieved May 10, 2007, from http://www grin.com/ 49 16 Lumsden, L (1994) Student motivatin to learn Eugene, OR: ERIC Cleaninghouse on Education Management Retrieved April 18th, 2008 from http:// chiron.valdosta.edu/ 17 Mackay, S.L (1992) Teaching English Overseas: an Introduction Oxford: Oxford University Press 18 Reece, I and Walker, S (1994) Teaching, Training and Learning, Great Britain: Business Education Publishers 19 Strong, S.; Silver, H.F and Robinson, A (1995) What Students Want and What Really Motivates them? The Middle web Listserv Retrieved May 2nd, 2007, from www middleweb.com/ 20 Ur, P (1997) Teaching Listening Comprehension, UK: Cambridge University Press 21 Ur, P (2000) A Course in Language Teaching, UK: Cambridge University Press 22 Wajnryb, R (1997) Classroom Observation Task UK: Cambridge University Press 23 Walklin, L (1990) Teaching and Learning in Further and Adult Education Great Britain: Stanley Thornes Publishers Ltd 24 Weinstein, C.E and Woodruff,A.L.(2001) What is External Motivation? Becoming a Strategic Leaner Retrieved May 10, 2007, from http://hhpublishing.com/ 25 Wilder, a and Clark, M (2004) Factors affecting the motivation and performance of general- level 11 grade students EDRS 681 Running Head: Motivation and Performance Retrieved May 10, 2007, from http://mrswilder.org 26 Huitt, W (2001) Motivation to learn: an overview Education Psychology Interactive Valdosta, GA: Valdosta State University Retrieved May 10th, 2007 from http:// chiron.valdosta.edu/ 50 Appendix QUESTIONNAIRES Name class The researcher has an intention of doing a study on motivation in classroom setting and really need your help to complete it She would be very grateful if you have some valuable contribution, comment, and suggestion for me Please answer the questions as specifically as you could How many years have you been studying English?……………… How many classes of English you learn per week?………… Do you like English? Yes No Which aims motivate you to learn English? (You can tick more than answer) a To communicate in English with the foreigners (for communicative needs) b To learn English culture c Because it is an international language I cannot find a good job without it (to fulfill professional ambition) d For entertainment, or because I like the language e To keep pace with your friends f Due to the favorable attitudes towards the speakers of English g To have better understanding of the way of life or countries where the language is spoken h For media-use aim i To travel in different countries j Just because I would like to like in that country k To achieve your goal, could you please tell me more about your learning goals……………………………………………………………… Do you think that motivation is related to success in target language learning? Yes No Do you: a) usually participate actively in class? Yes No b) Express interest in subject matters? Yes No c) Study a great deal your favorite subject matters? Yes No 51 What you find about the content of the lecture? (You can tick more than answer) a Attractive d Relevant to your age g Relevant to the level of your ability b Boring e Uninteresting c Helpful f Interesting h Unhelpful i Irrelevant to your age and level of your ability 8.What you find about the learning goals? (You can tick more than answer) a Challenging c Manageable e clear b burdensome d Stressful f High g Ambiguous h Low What you find about classroom atmosphere? (You can tick more than answer) a Supportive d Uncomfortable b Non-threatening e Threatening c Relax f Tense/strained 10 Do your teachers often use forthcoming activities to motivate you into the lessons? Yes no 11 Do you find the forthcoming activities helpful in drawing your attention to the lessons? Yes no 12 Do your teachers usually vary a) the activities in the class? Yes No b) The tasks? Yes No c) The materials yes No 13 Do you think that this variation is a good way to increase your interest in the subject matters? Yes No 14 Which kind of activities your teachers usually use in classroom? a Competitive (means working individually) b Cooperative (such as: role play, pair work, group work) 15 Which kind of holding activities you think more effective to you? a Competitive b Cooperative 16 Which of the following characteristics you think a good language learner has? a Is a willing and accurate guesser? b Tries to get a message across even if specific language knowledge is lacking c Constantly looks for patterns in the language d Analyses his own or her own speech and the speech of others e Attends to whether his or her performance meets the standards he or she has learned 52 17 Are you willingly seek out opportunities to use your second language with the native speakers? Yes No 18 Do you usually seek out chances to use your second language with the native speakers? Yes No 19 Do you usually make your speech or presentation in front of your teacher and classmates? Yes No 20 What you feel every time you speak out in front of your teacher and classmates? a Inhibited e Self-confident h Relaxed b Anxious f Happy i Comfortable c Uncomfortable g Confused j Tired d Normal Other feeling 53 ... administrators who want to increase the students? ?? motivation to learn English 3.1 Motivating students to Learn English at the School Level First of all, in order to motivate students into learning. .. to motivate students into learning English: Pair assignment + Purposes: - To heighten students? ?? motivation in learning English - To help students with cooperative skills - To allow for more in- depth... 2.1 .Students and their Interest in Learning English 27 Figure 2.2 Chart Showing Students and their Interest in Learning English 27 Figure 2.3 Number of Motivated students in Studying English
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