VIETNAM NATIONAL UNIVERSITY, IIANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST- GRADUATE STUDIES vU THI HUYEN DEMOTIVATION IN LEARNING ENGLISH OF THE STUDENTS AT LY THAT TO ITIGH SCTIOOL IN BAC NINIT (SU MAT HUNG THU HQC TLENG ANH CUA HOC SINH. TRUONG THPT LY THAI TO, BAC NINH) PROGRAM I M.MINOR THESIS Ficld: English Teaching Methodology Code: 60 1410 HANOI, 2011 VIETNAM NATIONAL UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST- GRADUATE STUDIES vU THI HUYEN DEMOTIVATION IN LEARNING ENGLISH OF THE STUDENTS AT LY THAI TO HIGH SCHOOL IN BAC NINH (SU MAT HUNG THU HOC TIENG ANH CUA HOC SIN TRUONG THPT LY THAI TỔ, BẮC NINH) M.MINOR THESIS Field: English Teaching Methodology Code: 60 14 10 Supervisor: Trần Hiền Lan, M. HANOI, 2011 iii ABSTRACTS This study was aimed at investigating de-motivatme factors in learning English of the students at Ly ‘Thai ‘I'o Ligh School in Bac Ninh, the degree of influence of different de-motives on them and their experiences in overcoming de-motivation in learning English. The sample of sludy consisted of 100 students al Ly Thai To High School in Bac Ninh and the instrument of the study was a questionnaire on finding their foreign language learning experiences.
These findings imdicaled thal, their de- motivation in learning English was a significant issue for EFL learning, and a framework for discussing the different sources of de-motives was developed. While some calegories of de-motives occurred more frequent than others, no category appeared to be more or less difficult to overcome. Rather these, students’ awareness of the role of English language and their determination to succeed were critical factors in overcomune their de-motrvation in leaming English PART A: INTRODUCTION 1. - Motivation is one of the main factors determining an individual’s success in leamming a second or foreign language.
- As English has become more and more important as an international language in most countries around the world, large numbers of students are being required to leam it through compulsory programs at schools and universilies - Despite the current extrinsic pressures to leaming Hnglish as a foreign language in Vistnam, many sludents do nol seem to have interest in learmimg English, or im other words, they are quite deanotivated 2. Aims of the study. The sludy aitns at - Investigating the factors that cause a negative impact on learning English of the students at Ly Thai To [ligh School in Bac Ninh based on the study of 100 students of grade 12. - Giving suggestions and recommendations to teachers at Ly ‘Thai To school.
Question 1: What are the external factors that cause a negative impact on students’ motivation to lean English? Question 2: What are the intemal factors that cause a negative impact on students’ motivation to leam Linglish? Question 3: What solutions can help students to overcome their de-motivation? 4. Scope of the study. In terms of scope of the study, | investigated 100 students in grade 12 about the factors which de-motivated them to learn English and reasons that can help them to overcome their de-motivation (by asking them to answer the questionnaire) 5. The method applied m this study is both quantitative and qualitative.
The data which this study drew on come from questionnaire (closed-items and open-items) of 100 students who are in grade 12 at Ly Thai To High School in Bac Ninh LIST OF TABLES Table 1: Domyei's (1994) framework of L2 motivation (Adapted from Dornyei, 2001) ‘Table 2: William and Burden’s (1997) framework of L2 motivation Table 3: External de-motivating factors Table 4: Internal de-rnelivaling factors Table 5: Internal reasons for overcoming de-motivation Table 6: External reasons for overcoming de-molivalion vi LIST OF ABBREVIATIONS SLA: Second Language Acquisition EFL: English as a Foreign Language FL Forvign Language Ll: First Language Second Language NNS: Non-Native Spealang iv TABLE OF CONTENTS Certification of onginahty of project report. Acknowledgements Abstract Table ef contents List of abbreviations List of Lables Part A: Introduction 1. Rationale ‘Aims of the study k2 Research questions wi Scope of the study wow wow Methodology Part B: Development eR ROR Chapter 1: Literature review 1. Second language acqpisition wR 1.1, What is “second language acquisition?” 1.
What are the goals of SLA? Theoretical background of motivation no 1. Conceptions of motivation 1. Motivation in foreign language learning 1. Theoretical background of de-motivation 1.
Conceptions of de-motivation vi LIST OF ABBREVIATIONS SLA: Second Language Acquisition EFL: English as a Foreign Language FL Forvign Language Ll: First Language Second Language NNS: Non-Native Spealang 2 PART B: DEVELOPMENT CHIAPTER 1: LITERATURE REVIEW 1.1 Second language acquisition: ‘Language acquisition is one of the most impressive and fascinating aspects of human development” (Lightbrown, P. Up to now, there have becn many definitions of language acquisition. This term is most often used interchangeable with language learning. In their study, they show that according to Krashen, S.
(1982), acquisition represents “unconscious” leaming, which takes place when attention is focused on meaning rather than language form.2 Theoretical background of motivation Burden, (1997:119) assumed that “from a cognitive perspective, motivation is concemed with such issues as why people decide to acl in cerlam ways and whal factors influence the choice they make. It also invelves decisions as to the amount of effect people are prepared to expand in attempting to achieve their goals. The role of the (cacher thus becomes one of helping and enabling learnors to make suitable decisions”, Domyei (2001:613) defined motivation as “a general ways of referring to the antecedents (1. the causes and the origins”.
He also stated that “motivation explains why people decide to do something, how hard they are going to pursue it and how long they are willing to sustain the activities” (2001:7). The author mentioned two dimensions of human behavior: direction and magnitude (intensity) which motwvation concems 1.3 Theoretical background of de-motivation: Domyei (2005:143) defined de-motivation as “specific external forces that reduce or diminish (he molivational basis of a belavioral intention or an ongoing action”. 2 PART B: DEVELOPMENT CHIAPTER 1: LITERATURE REVIEW 1.1 Second language acquisition: ‘Language acquisition is one of the most impressive and fascinating aspects of human development” (Lightbrown, P. Up to now, there have becn many definitions of language acquisition.
This term is most often used interchangeable with language learning. In their study, they show that according to Krashen, S. (1982), acquisition represents “unconscious” leaming, which takes place when attention is focused on meaning rather than language form.2 Theoretical background of motivation Burden, (1997:119) assumed that “from a cognitive perspective, motivation is concemed with such issues as why people decide to acl in cerlam ways and whal factors influence the choice they make. It also invelves decisions as to the amount of effect people are prepared to expand in attempting to achieve their goals.
The role of the (cacher thus becomes one of helping and enabling learnors to make suitable decisions”, Domyei (2001:613) defined motivation as “a general ways of referring to the antecedents (1. the causes and the origins”. He also stated that “motivation explains why people decide to do something, how hard they are going to pursue it and how long they are willing to sustain the activities” (2001:7). The author mentioned two dimensions of human behavior: direction and magnitude (intensity) which motwvation concems 1.3 Theoretical background of de-motivation: Domyei (2005:143) defined de-motivation as “specific external forces that reduce or diminish (he molivational basis of a belavioral intention or an ongoing action”.
- Motivation is one of the main factors determining an individual’s success in leamming a second or foreign language. - As English has become more and more important as an international language in most countries around the world, large numbers of students are being required to leam it through compulsory programs at schools and universilies - Despite the current extrinsic pressures to leaming Hnglish as a foreign language in Vistnam, many sludents do nol seem to have interest in learmimg English, or im other words, they are quite deanotivated 2. Aims of the study. The sludy aitns at - Investigating the factors that cause a negative impact on learning English of the students at Ly Thai To [ligh School in Bac Ninh based on the study of 100 students of grade 12.
- Giving suggestions and recommendations to teachers at Ly ‘Thai To school. Question 1: What are the external factors that cause a negative impact on students’ motivation to lean English? Question 2: What are the intemal factors that cause a negative impact on students’ motivation to leam Linglish? Question 3: What solutions can help students to overcome their de-motivation? 4. Scope of the study. In terms of scope of the study, | investigated 100 students in grade 12 about the factors which de-motivated them to learn English and reasons that can help them to overcome their de-motivation (by asking them to answer the questionnaire) 5.
The method applied m this study is both quantitative and qualitative. The data which this study drew on come from questionnaire (closed-items and open-items) of 100 students who are in grade 12 at Ly Thai To High School in Bac Ninh 1. De-motivating factors affecting students’ motivation in leaning foreign languages 1.21 Factors related to students 13.22 Factors related to environment 13.23 Factors related to teachers 13.24 Teaching and learning conditions 1. Study of de-motivation 1.
Summary Chapter 2: Research methodology 2.3 Method for data collection Chapter 3: Results and discussion 3. Results of research question | 3. Results of research question 2 3. Results of research question 3 3.
Discussion Part C: Conclusion and implications for teaching 1. Lnplications for teaching 3. Limitations and further study References Appendix LIST OF TABLES Table 1: Domyei's (1994) framework of L2 motivation (Adapted from Dornyei, 2001) ‘Table 2: William and Burden’s (1997) framework of L2 motivation Table 3: External de-motivating factors Table 4: Internal de-rnelivaling factors Table 5: Internal reasons for overcoming de-motivation Table 6: External reasons for overcoming de-molivalion iv TABLE OF CONTENTS Certification of onginahty of project report. Acknowledgements Abstract Table ef contents List of abbreviations List of Lables Part A: Introduction 1.
Rationale ‘Aims of the study k2 Research questions wi Scope of the study wow wow Methodology Part B: Development eR ROR Chapter 1: Literature review 1. Second language acqpisition wR 1.1, What is “second language acquisition?” 1. What are the goals of SLA? Theoretical background of motivation no 1. Conceptions of motivation 1.
Motivation in foreign language learning 1. Theoretical background of de-motivation 1. Conceptions of de-motivation iv TABLE OF CONTENTS Certification of onginahty of project report. Acknowledgements Abstract Table ef contents List of abbreviations List of Lables Part A: Introduction 1.
Rationale ‘Aims of the study k2 Research questions wi Scope of the study wow wow Methodology Part B: Development eR ROR Chapter 1: Literature review 1. Second language acqpisition wR 1.1, What is “second language acquisition?” 1. What are the goals of SLA? Theoretical background of motivation no 1. Conceptions of motivation 1.
Motivation in foreign language learning 1. Theoretical background of de-motivation 1. Conceptions of de-motivation PART A: INTRODUCTION 1. - Motivation is one of the main factors determining an individual’s success in leamming a second or foreign language.
- As English has become more and more important as an international language in most countries around the world, large numbers of students are being required to leam it through compulsory programs at schools and universilies - Despite the current extrinsic pressures to leaming Hnglish as a foreign language in Vistnam, many sludents do nol seem to have interest in learmimg English, or im other words, they are quite deanotivated 2. Aims of the study. The sludy aitns at - Investigating the factors that cause a negative impact on learning English of the students at Ly Thai To [ligh School in Bac Ninh based on the study of 100 students of grade 12. - Giving suggestions and recommendations to teachers at Ly ‘Thai To school.
