VIETNAMNATIONALUNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRẢN HOÀI LINH A STUDY ON THE MOTIVATION IN LEARNING ENGLISH OF GIFTED STUDENTS AT HIGH SCHOOL FOR GIFTED STUDENTS, HANOI NATIONAL UNIVERSITY OF EDUCATION (NGHIEN CUU VE DONG CO HOC TIENG ANH CUA HỌC SINH CHUYÊN, TRƯỜNG TIIPT CIIUYÊN, DẠI HỌC SƯ PHẠM) M. MINOR PROGRAMME THESIS Field: English Teaching Mcthodology Code: 60140111 HANOI -— 2014 VIETNAMNATIONALUNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRAN HOAI LINH A STUDY ON THE MOTIVATION IN LEARNING ENGLISII OF GIFTED STUDENTS AT HIGH SCHOOL FOR GIFTED STUDENTS, HANOT NATIONAL UNIVERSITY OF EDUCATION (NGHIEK CUU VE DONG CO HQC TIENG ANH CUA HỌC SINH CHUYEN, TRUGNG THPT CHUYEN, DAI HOC SU PHAM) M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Pruf. Hoang Van Van TTANOT—2014 DECLARATION L hereby certify that the minor thesis entitled “A Study on the Motivation in.
Learning English of Gitted Students at High School for Gifted Students, Hanoi National University of Education” is the result of my own work in partial fal flinent of the requiremenis for the degree of Master of Arts in English Teaching, Methodology at Faculty of Posl-graduaic Studies, Universily of Languages aud International Studics, Victnam National University, Hanoi. The rescareh has not been submitted to any other university or institution wholly and partially. Hanwi, 2014 Trần Hoài Linh 'TABLE OF C¡ NIEN1% DECLARATION ABSTRACT. RATIONALE FOR THE STUDY.
2, AIMS OF THE RESEARCH. OBJECTIVES OF THE RESEARCH. SCOPE OF TILE RESEARCH. SIGNITTCANCE OF TITE RESEARCH.
STRUCTURAL ORGANIZATION OF THE THESIS. CHAPTER 1; LITERATURE REVIEW 1. Definition of Motivation. Language Leanung Motivation.
Review of Previous Studies Related to the Research Area of the Thesis. CHAPTER 2: RESEARCH METHODOLOGY .4, Data Collection Instruments .5, Data Collection Procadures. CHAPTER 3: DATA ANALYSIS 3. Students’ Main Goal of Leaming 3.
Main Goal of Leaming 3. Intinsic and Extrinsic Motivation.4, Instrumental and Integrative Motivation. Additional Findiry PART C: CONCLUSION 1, RECAPTT ULATION. SUGGESTIONS FOR FUTURE RESEARCH.4, Instrumental and Integrative Motivation.
Additional Findiry PART C: CONCLUSION 1, RECAPTT ULATION. SUGGESTIONS FOR FUTURE RESEARCH.4, Instrumental and Integrative Motivation. Additional Findiry PART C: CONCLUSION 1, RECAPTT ULATION. SUGGESTIONS FOR FUTURE RESEARCH.
vi 'TABLE OF C¡ NIEN1% DECLARATION ABSTRACT. RATIONALE FOR THE STUDY. 2, AIMS OF THE RESEARCH. OBJECTIVES OF THE RESEARCH.
SCOPE OF TILE RESEARCH. SIGNITTCANCE OF TITE RESEARCH. STRUCTURAL ORGANIZATION OF THE THESIS. CHAPTER 1; LITERATURE REVIEW 1.
Definition of Motivation. Language Leanung Motivation. Review of Previous Studies Related to the Research Area of the Thesis. CHAPTER 2: RESEARCH METHODOLOGY .4, Data Collection Instruments .5, Data Collection Procadures.
CHAPTER 3: DATA ANALYSIS 3. Students’ Main Goal of Leaming 3. Main Goal of Leaming 3. Intinsic and Extrinsic Motivation.4, Instrumental and Integrative Motivation.
Additional Findiry PART C: CONCLUSION 1, RECAPTT ULATION. SUGGESTIONS FOR FUTURE RESEARCH. vi with the one who is totally devoted to English and studies this subject as his major or passion. 'This is also the reason I would like to conduet a study on the motivation of students of 3 levels: grade 10, gride 11 and grade 12, who are English al High School for Gifled Student, Hanoi National University of Education (HNUE} 2.
Aims of the Research The study aims at investigating the types of motivations of students majoring in English at High School for Gifted Students, HNUL and whether there are any differences among the motivation surveyed among students in grade 10, grade 11 and grade 12. ‘The results can be a useful source of reference information for teachers of the classes surveyed as well as the classes to come to work ont the proper way lo improvise the teaching methads and make their students mors strongly motivated 3. Objectives of the Research The study is originally conducted to identiy the change in motivation among gifted students in terms of time. As stated by Ryan (2000), intrinsic motivation fades out with “each advancing grade”.
It was also assumed that students were not much as infegratively as well as intrinsically motivated as mnstrumentally and extrinsically motivaled. Thus, to find out whethor these bypathesss are (ruc among gifled students at High School for Gifled Students (HNUR), the objectives rz determined as below: © ‘To identify what types of motivation exist among students at [ligh School for Gifed Students (INUE) aud which types of motivation prevail among © To find out if students of different grades have different types of motivation. 4, Research Questions In this investigation, the following research qucstions were aildrosscd: 1L. Whal types of motivation cxist among students al High School for Gifled Students (HNUE)? And which types of motivation prevail? 2.
Do gifted students of English in grades 10, 11 and 12 ditier in their motivation to Jeam English, and what are the differences? 3.4, Instrumental and Integrative Motivation. Additional Findiry PART C: CONCLUSION 1, RECAPTT ULATION. SUGGESTIONS FOR FUTURE RESEARCH. vi PART A: INTRODUCTION 1.
Rationale for the Study In an arlicls untitled “Hose motivation affects learning and behavior”, Ommmod (2014), i claims that the motivation caists in most students, in one way or another. One may be engrossed in a certain subject, play an active role in classroom activities, and obtain high scores at school, while one may be more attentive to the social activities in the society includmg communicative events and similar occasions. It is undeniable that the motivation has a strong impact on the leaming and behaviour of students. Specifically, it affects students’ choice, their goals in Ieaming.
It also determines students’ effort and energy as well as the initiation and persistence spent on learning: once they feel motivated they will devote to the siuly Aca ding to Hus in, Nomeiny, and D'Cnay (2001), a pe issue claimed by many English teachers is the cffort to maintain the students’ interest in learning English. Teachers have to well balance the preparation for the exam and the lite- long language skills. Since most researchers and teachers are aware of the importance of motivation. im leaming, they have been allempting to figure oul ways to increase the students’ motivation by carrying oul studies of motivation among students.
Numerous studios about motivation dated back from the 1960s and have still been anc of the favored themes for rescarchers worldwide. As and old saying “You can lead a horse to water, but you cannot make him drink”, implying that you can lead your students to the treasure of erudition but you cannot reinforce them to “swallow” the knowledge, instead you can let them acquire the knowledge themselves by providing them with leaming motivation. ] am myself a teacher and I know how crneial the motivation is for teaching and leaning. [lence a teacher's goal is to show his or her students an interesting way to the waler by making him a motivated student.
To work out the proper way, teachers are supposed. to be conscious of students’ own desire as well as their purpose of learning, or to be more specifically, what can motivate and demotivate them in leaming. student who is oriented to pursue natural sciences and does not care much about English would wish to experience a different way of leaming and teaching in comparison LIST OF ABBREVIATIONS, TABLES AND FIGURES: Figure 1: Sociocducational Model. sua -7 Figure2: General Model of Gual Selling, Thoory.
10 Talile 1: Information on the Nurnber of Students Surveyed. 16 Table 2: Percentage of Reasons for Choosing Engtish as a Specialized Subject 20 Eigure 3: Students” Reasons for Choosing English Specialized Subject. 20 Table3: Students’ Main Goal of Learning 2L Eigurs 4: Students’ Main Goal of Leaming 22 Eigure5: Intinste and Exbinsic Mofivatron of Grade 10 8udenk. „32 Figure 6: Intrinsic and Extansic Motivation of Grade 11 Students.
23 Figure 7: Intrinsic and Extrinsic Motivation of Grade 12 Students. 23 Tghlc 4: Man Value of Ttrinsic and Bsirinsie Mofivntiơn 13 Figure 8; Instrumental and Integrative Motivation oŸ Građc 10 Stuđemts. 24 Figure 9: Instrumontat and Integrative Motivation of Grade 11 Stud 35 Figure 10: Tnstumental and Integrative Motivation af Grade 12 Students 15 Table 5: Mean Comparison among Three Grades 25 figure 11: Amotivation Pattem of Grade 10 Students 26 Figure 12: Amotivation Pattem of Grade 11 Students. „36 Eigtrs 13: Amotivation Pattern of CGrade 12 Students.
27 Table 6: Conpanson of Ảmotivation Pattzm armong Three Giades. 7 Table 7: Attituds Towards Leaming Activitics. 28 Table 8: Students’ Interest and Desire to Leam English 28 Eigure 14: Sluäcnls" Motivation lo Tcøm English lo Cormaunicate 29 Abbreviations LLM: Language Leaming Motivation HNUE: Hani National University of Education L2: second language AMBIT: Attitude / Motivation Test Battery iv ACKNOWLEDGEMENTS This thesis could not have been completed without the help and support from a number of people. First and foremost, { would like to express my sincere gratitude to Prof.
Hoang Van Van, my supervisor, who has patiently and constantly supported me through the stages of the study, and whose stimulating ideas, expertise, and suggestions have inspired me greatly through my growth as an academic researcher. A special word of thimks goss lo my students, without whor it would never have been possible for me to have this thesis accomplished. Last by not least, I am greatly indobted to my family for the sacrifice they have devoted to the fulfillment of this academic work, ABSTRACT This study was intended to investigate the motivation of English gifted students at High School for Gifted Students, Hanoi National University of Education (HNUE). More specifically, the researcher attempted to offer several common definitions and perceptions of motivation and identify the categories of motivation, perceived by different theories by reviewing several models of language learning motivation up to now.
More importantly, the study aims to investigate the type of motivations that exisL among Rnglish gifled students al High School for Gifled Students, HNUE and examine whether gifted students of grades 10, 11 and 12 have the same or different types of Enghsh leaming motivation. In the study, 158 students participated in completing the questionnaire retlecting the learning motivation. The results of the study reveal that the student surveyed had high motivation of learning Finglish, and the types of motivation that prevails among those students were intrinsic, extrinsic, instrumental and integrative motivation. Moreover, it was also found thal students of grade 1] were more infegralive and inbinsic onented than those in grade 10 and grade 12.
Finally, based on the findings, some suggestions fer teachers of these classes are offured. 'TABLE OF C¡ NIEN1% DECLARATION ABSTRACT. RATIONALE FOR THE STUDY. 2, AIMS OF THE RESEARCH.
OBJECTIVES OF THE RESEARCH. SCOPE OF TILE RESEARCH. SIGNITTCANCE OF TITE RESEARCH. STRUCTURAL ORGANIZATION OF THE THESIS.
CHAPTER 1; LITERATURE REVIEW 1. Definition of Motivation. Language Leanung Motivation. Review of Previous Studies Related to the Research Area of the Thesis.
CHAPTER 2: RESEARCH METHODOLOGY .4, Data Collection Instruments .5, Data Collection Procadures. CHAPTER 3: DATA ANALYSIS 3. Students’ Main Goal of Leaming 3. Main Goal of Leaming 3.
Intinsic and Extrinsic Motivation. ABSTRACT This study was intended to investigate the motivation of English gifted students at High School for Gifted Students, Hanoi National University of Education (HNUE). More specifically, the researcher attempted to offer several common definitions and perceptions of motivation and identify the categories of motivation, perceived by different theories by reviewing several models of language learning motivation up to now. More importantly, the study aims to investigate the type of motivations that exisL among Rnglish gifled students al High School for Gifled Students, HNUE and examine whether gifted students of grades 10, 11 and 12 have the same or different types of Enghsh leaming motivation.
In the study, 158 students participated in completing the questionnaire retlecting the learning motivation. The results of the study reveal that the student surveyed had high motivation of learning Finglish, and the types of motivation that prevails among those students were intrinsic, extrinsic, instrumental and integrative motivation.
