Attitudes and Motivation in Learning English as Second Language in High School Students

Presenter: Yin-Jin LinInstructor: Dr. Pi-Ying Hsu April 22, 2013

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Ghazvini S. D., & Khajehpour M., (2011). Attitudes and motivation in learning English as Second Language in high school students. Procedia Social and Behavioral Sciences, 15, 1209-1213.

Citation

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Contents

Introduction

Literature Review

Methodology

Results

Conclusion & Discussion

Reflection

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Introduction

Background

Motivation has been widely accepted by both teachers and researchers as one of the key factors that influence the rate and success of L2 learning.

Attitudinal and motivational factors are deep within the student’s minds.

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Introduction

Background

Student’s cultural background often influences their attitudes toward L2 in particular and toward their motivation to learn it in general.

The level of identification with bilingual or trilingual identify is also influenced by the learner’s attitude toward the learning situation.

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Introduction

The purpose of the study

The study investigates Iranian high school student’s attitudes and motivations toward learning English.

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Research Questions

Is there a significant difference between boys and girls motivation in learning English as a L2?I

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Is motivation orientation of second year high school students more integrated or more instrumental?III

Is attitude of second year high school students toward learning English positive or negative?IV

Is there a significant difference between boys and girls attitude in learning English as a L2?

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Literature Review

Researcher distinguished between two major types of bilingualism: “additive” and “subtractive”. (Lambert, 1990)

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Literature Review

The learners feel that they are adding something new to learning a new language, without taking anything away from what they are already know.

They feel that learning a new language threatens what they already gain for themselves.

Additive bilingualism Subtractive bilingualism

Successful L2 learning takes place in additive situation.

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Literature Review

They distinguished between two major kinds of motivation that could be related to L2 learning: integrative and instrumental. (Gardner & Lambert, 1972)

RQ 1: Whether there is a significant difference between boys and girls motivation in learning English as a L2? (instrumental, integrative and motivation)

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Literature Review

Integrative motivation reflects the learner’s willingness or desire to be like a representative member of the other language community.

(Gardner & Lambert, 1972)

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Literature Review

Instrumental motivation is characterized by a desire to gain social recognition or economic advantages through knowing an L2.

(Gardner & Lambert, 1972)

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Methodology

60 males63 females

Total: 123 students

two high schools

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Methodology

Attitude & motivation

Gardner AMTB 6-point

Likert-scale

Strongly agree to strongly disagee

5-point scale

Questionnaire:mother tongue

※AMTB=Attitude/Motivation Test Battery14

Methodology

IntegrativeOrientation

Four items on the scale

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Research Questions

Is there a significant difference between boys and girls motivation in learning English as a L2?

Is there a significant difference between boys and girls attitude in learning English as a L2?

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2.

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Results

※ INS=Instrumental ※ INT=Integrative

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Results

No significant difference between two types of motivation.

RQ3. Is motivation orientation of second year high school students more integrated or more instrumental?

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Results

It can say 99% confidence high school students have positive attitude toward learning English as L2.

RQ4. Is attitude of second year high school students toward learning English positive or negative?

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Conclusion & Discussion

The results of the study reveal that the girl are more inclined to bilingualism than boys.1

There’s no significant difference among girls and boys in negative attitude.2

1Male students are more instrumental motivated. Female students are more integrative motivated.3

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Conclusion & Discussion

Results show significant differences between the subject’s response to each of instrumental and integrative types of motivation and to both together.

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Female students have more positive attitude to learning English as foreign language than male students in general.

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In my future study, there are some correlation with the study :

1. variables are attitude, motivation and student’s perspective.

2. The questionnaire will also use Gardener’s AMTB.

3. I will interview with some participants and teachers.

Reflection

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Thank you for listening