English Language Human Factors

The significant roles of human motivational factor such as parents, peers and teachers in influencing students to learn English have generated so much attention among scholars over the years. However, very few empirical research have been carried out to determine the effect of each motivational component on students’ motivational intensity which is a parameter to measure the level of effort students’ exert on English language learning. The aim of this paper is to investigate the level of motivation and support students’ receive from each human factor and how each factor affects students’ motivational intensity. The data obtained through survey questionnaire administered to 46 students comprises of both second year pre-university and first year

R.,1997; Heinzmann, S. 2013).However, few empirical studies have been conducted to ascertain the role of human factors such as parents, teachers and peers in students’ motivation to learn second/foreign language. This is necessary especially in India where several studies on this discourse have attributed students’ low proficiency and performance in English to lack of motivation (Kumar, 2014; Malleswara.R, 2014). Therefore, this study is mainly concerned with the investigation of the extent parents, teachers and peers motivation and encouragement influence students’ to learn English and how such motivation affects students’ motivational

According to Dörnyei (1999), the development of motivational psychology originates from numerous studies conducted in socio-cultural context rather than from individual. Since the emergence of sociocultural theory propounded by Vygotsky, findings on the effect of Socio-cultural factors such as age, gender, culture amongst other on students’ motivation have been widely reported in the field of second language learning research (Donato, R. 1994; Lantolf, J. P., & Pavlenko, A. 1995). Considering the fact that socio-cultural factors of language learning are set of variable factors capable of influencing student language learning process and ability, hence, languages in every speech community are held in either high or low prestige because of economic, political or cultural values associated with them (Stern, 1983:273 ). Therefore, learners are compel to enter into L2 learning process with positive or negative attitude derived from the society which in turn affect their motivation to learn the target language (Chambers, 1999:44).The discourse of the effect of socio-cultural factor on English language learning has also generated so much attention India because of the prestigious and official status English holds in the country(Agarwal & Thakur,2014,Sridha,1996 ).This is the main reason English language has been made a compulsory subject offered at