VIETNAM NATIONAL UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDLES: NGUYEN THI LAN Co-relationship between teacher-related factors and student’s motivation in the context of Lomonoxop school, Ha Noi. QUAN HỆ TƯƠNG HỖ GIỮA YEU 16 GLAO VIEN VÀ BONG LUC HOC TAP CUA HỌC SINH TRONG NGỮ CẮNH TRƯỜNG TIIPE DAN LAP LOMONOXOP, HA NỘI M. TIT 5 (Minor Programme Thesis) Field: English Methodology Code: 60 14 10 Hanpi, September 2010 kẻ VIETNAM NATIONAL UNIVERSITY, HANOI UNTVERSITY OF LANGLAGES ANT INTERNATIONAL STUDIES, FACULTY OF POST-GRADUATE STUDIES NGUYEN THI LAN Co-relationship between teacher-related factors and student’s motivation in the context of Loomonoxop school, Ia Noi. QUAN HỆ TƯƠNG HỖ GIỮA YÊU TỔ GIÁO VIÊN VA DONG LUC HỌC TAP CUA HỌC SINH TRONG NGỮ CẢNH TRƯỜNG THPT DAN LAP LOMONOXOP, HA NOL M.
THESIS (Minor Programme Thesis) Field: English Methodology Code: 601410 Supervisor: Van Thi Thanh Binh, M.A Hanpi, September 2010 LIST OF TABLES AND FIGURES 1. Tablel: Distribution of teacher's level of motivation and commitment on student's motivation. Table 2: Distribution of teacher behavior an student's motivation 3. Table 3: Distribution of teaching method on student’s motivation 4.
Table 4: Distribution of teacher’s diversity on student’ s motivation 5. Table 5: Distribution of teacher's tests on student’s motivation. Table 6: Distribution of teacher's feedback on student’ s motivation 7. Table 7: Distribution of classroom rules on student’s motivation.
Table &: Degrees of influence that personal characteristics of teachers have on student’ s motivation. Table 9: Degrees of influence that classroom management factors have on student’s motivation. Chart 1: How students like to learn with teacher’s competence. Chart 2: Haw students like to learn with teacher’s empathy.
background in the light of which the research matters will be discussed. Chapter 2 discusses the context of study, data collection methods. Chapter 3 analyses the data collected to answer specifically the research questions set forth for the study. In Part three Conclusion, findings and discussions as well as a summary of the study are given and some implications for traching are suggested.
Suggestions for fixther sludy arc also provided in this part It is also worth noting that motivation has close relationship with other affective factors such as self confidence, anxiety and perceived competence. All these together work to undermine achievement.2 of this chapter, we will take a closer look at the role of imolivation in foreign language learnings 1.2 What is demotivatian Traditionally, motivation has been understood and studied as a multitheeted construct consisting of various influences with a positive effect. Motivational factors or motives have been considered as kind of induccments with the cffect of energizing ongoing, action (Domnyci 2001). However, there is another aspect to motivation that has been left with little attention.
Just as (here arc influcnecs that have a positive effect on motivation, there arc also those that have a detrimental eftéct on motivation. Thase intluences are called demotivating influences. ‘The notion of demotivation is relatively new and has not been fully adopted yet in the field of the sccond/forcign language learning research. However, Dérnyci (2001) has attempted to provide a definition for it.
Accordingly, demotivation “concerns specific external forecs that reduce or diminish the motivational basis ofa behavioral intention or an ongoing action” (Dãmyei 2001:143). Thus, demotivation conld be regarded as the nogalive counlerpart of motivation, Similarly, demouves could be regarded as the negative counterparts of motives, Murthermore, a demotivated learner is someone who has lost his or hers interest for some reason. The loss of interest can derive from various sources of demolivation, For instanes, a teacher who cannot control the class or a boring textbook can act as a demotive for a leamer. Towever, the notion of demotivation cannot be related to every reluctant learner.
Démyei (2001) has distinguished at laast thros negative factors that carmol be referred to as dernotiv Firstly, there are powerful distractions, e.g, watching television instead of doing one’s homework, ‘hese cannot be regarded as demotives because they do not carry negative value Hones, insicad of redueing motivation they distracl a lsamer by presenting a more altractive alternative. Secondly, gradual loss of interest camot be regarded as a demotive because demotives are specific factors or incidents that reduce motivation on a single event. Thirdly, there are circumstances when a leamer recognizes the inconvenience or high costs of pursuing the goal, This means, for example, that a leamer realizes that classes take place too late in the background in the light of which the research matters will be discussed. Chapter 2 discusses the context of study, data collection methods.
Chapter 3 analyses the data collected to answer specifically the research questions set forth for the study. In Part three Conclusion, findings and discussions as well as a summary of the study are given and some implications for traching are suggested. Suggestions for fixther sludy arc also provided in this part 1.2 Method of the study In this research, I employed quantitative methods to analyze the data collected and draw on conclusions and remarks In order to achieve the purpose of the sludy, one questionmmire lo survey the relationship belween teacher ficiors and sludenl’s motivation was devctoped and administered, Besides, the teacher also conducted informal chats with the students so as to see their views and opinions about the teacher factors that affect their English learning.3 Scope and objectives of the study ‘The study focus on working out the relationship between teachar factors and student’s molivation so as lo help teachers in Lomonoxop school in goncral and myself in particular improve our teaching and better fit the need of the student. Pedagogical impheations for teaching and limitations of the study were given at the end of the paper 1.4 The research questions ‘The study was intended to answer the following questions: What aro (cxcher related factors thal motivaic the young learnors in Lomonoxop private school, Ha Noi to leam English? Sub-questions: 1.
What are teacher's personal factors thal, motivate the yorng Isarners in Lomonoxop private school, Ha Noi? 2. What are teacher’s classroom management factors that motivate the young loarners in Lomonoxap privatc school, Ha Noi? In order to achieve the aims and objectives of the study, I employed a questionnaire survey to collect relevant data, which was analyzed statistically and interpretatively. Design of the study The study is divided into 3 main parts, Part one is an introduction to the research, where matters such as rationals, methods of study, scope and objectives of the study and the rescarch questions are discussed. Part 2 development in cludes three chapters.
Chapter 1 is an attempt to review the theoretical PART I: INTRODUCTION 1.1 Rationale ‘In an ideal world, all learners are eager to learn because they are driven by their inborn curit ily lo explore the world, and the leaming expericnee therefore is a comstant source of inlrinsic pleasure for thom. Reatity, however, rarcly lives up lo thes ideals.” (Đðmye, 2001b: 123) “One who teaches students must understand what motivates hisher students” (Andrews, Houston, & Bryant, 1981), During the couse of my studies for my Masters depres, have found myself increasingly inlerostod in the psychological basis of language acquisilion, and allerupts lo link the psychological with the linguistie in the second/foreign language learning field. As an English teacher working in the Viemamese secondary and high school, teaching young learners of grade 6, onc of my greatest challenges i accomodating the ds of đemotivalcd students and find ways to motivate them in learning, In my opinion, there are many things that motivate students to learn such as teachers, parents, friends, learning environment, ete. Krom the experience of being a teacher for five ycars, Ihave a fecting Uhat icachers play the most important role in shaping, motivation in students.
Moreover, as a young teacher, I have been making efforts to make students love their learning more and mors. It is a fact that my efforts to adapt my tcaching to my studonls have been an ongoing proc ss of cxperimentation and. Much of this has been guided by the remarks ttom my colleagues in the English group at my school and by my student's different ideas about their teachers. Many of their comments and most of my slnx "s ideas have revolved around how teachers motivate their students to Jeamn.
According to my colleagues, I need to pay more attention to manage the class, organize the board, speak suitable amount of Linglish in class and choose suitable methodology in izaching, Resides, my students also gives mc a lol of ideas on how they like their Leachors Lo be. One way in which I feel I have had some success with this issue is by mereasing my awareness of, and openness to, student’s opinions about learning English in general and my lessons in particular. It is thus professional concer, as well as personal curiosity that has motivated my choice of dissertation topic. PART : DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Definition of terminology 1.1 What is motivation? Motivation is central 10 human activity.
Anything that drives human beings to acl is related to motivation. In such fields as economy and law, motivation is defined as intemal drives for human behavior, These drives in tum originate from needs, but not all needs are drives. Only those which arc recognized to be realizable in certain circumstances become the motivation to act. Because motivation is related to needs, it is internal to human beings.
Ina larger senso, motivalion is rctated lo satisfaction of needs and dasire, whether it be internal or external to the person. According to Webster’s dictionary (1913), to motivate means to provide with a motive, need or desire that causes a person to act. Onford Advanced Learner's Dictionary cquat: “4o molivale” wilh “to be the reason for sormebedy’s action, to cause somcone to want to do something”. Theoretically, any conscious action can be explained in view of motivation, Broadly speaking, motivation is divided into two types: Intrisic and oxtrinsio.
A studont, learning English bscausc he! she knows ho! she will be more successful in future career is clarified as an intrinsically motivated student, On the other hand, there are extrinsically motivated students who tolerate for the final test. Gardrer's (1985) view of molivation arises Rom his socio- educational model. Ho states that motivation is concerned with the question “Why does an organism behave as it does” and involves 4 aspects L A goal 2. A desire toattain the goal 4, Favorabls aililnde toward the aclivity in question Motivation then reférs to the combination of desire and effort made to achieve a goal It is considered in the relationship between the individual’s rationale for any activity with range of behaviors and degree of effort made to achieve the goals.2 Method of the study In this research, I employed quantitative methods to analyze the data collected and draw on conclusions and remarks In order to achieve the purpose of the sludy, one questionmmire lo survey the relationship belween teacher ficiors and sludenl’s motivation was devctoped and administered, Besides, the teacher also conducted informal chats with the students so as to see their views and opinions about the teacher factors that affect their English learning.3 Scope and objectives of the study ‘The study focus on working out the relationship between teachar factors and student’s molivation so as lo help teachers in Lomonoxop school in goncral and myself in particular improve our teaching and better fit the need of the student.
Pedagogical impheations for teaching and limitations of the study were given at the end of the paper 1.4 The research questions ‘The study was intended to answer the following questions: What aro (cxcher related factors thal motivaic the young learnors in Lomonoxop private school, Ha Noi to leam English? Sub-questions: 1. What are teacher's personal factors thal, motivate the yorng Isarners in Lomonoxop private school, Ha Noi? 2. What are teacher’s classroom management factors that motivate the young loarners in Lomonoxap privatc school, Ha Noi?
