The highest motivational item is apparently the item number 8, resulted in 85.4 %. This number 8 of motivational factor, which means the highest students’ motivation for learning English, deals with the motivation in English learning due to it is an assigned subject. It is followed by the second highest, resulted in 77.8 % which belongs to motivational factor number 6 that deals with the motivation in English learning because of exams. Meanwhile, the lowest motivational item, resulted in 37.8%, was
requirements for English language ability in Vietnam have significantly changed with the rapidly increasing demands of globalization in many fields, such as the economy, the environment, and culture. English has been considered an essential foreign language, especially for the Vietnamese young generation. Particularly, it is included in the curriculum of almost every schools and universities. Moreover, the Vietnamese Prime Minister issued Decision “Teaching and Learning Foreign Languages in the National
demonstrate the application of the L2 motivational self-system to the English as a foreign language (EFL) and English as a second language (ESL) contexts. More than ever, the English language has become a global means of communication. As a result, the non-English speaking countries, such as Korea and Saudi Arabia, have encouraged students to learn English. Motivation has been cited as a major factor that determines the mastery and acquisition of the English language. While in most cases EFL and ESL
other types of learning, second language acquisition (SLA) does not take place in a vacuum. Various factors are involved when it comes to SLA in general and English as a second language (ESL) in particular, one of which is motivation. Melendy (2008) believes motivation refers to a process that starts with a need and leads to a behaviour that moves an individual towards achieving a goal. Dornyei (1994) defines motivation as the attempt and desire to learn a language and positive attitudes toward learning
Literature Review 1. Motivation Motivation for learning second language (L2) is an important factor to make the learners learn language more effectively. Also, how teachers teach language by understanding the students’ motivation and effect for language acquisition changes students’ motivation for the class. There are some terms of motivation, and they are related to the personal goals and wishes which is the purpose of learning languages.Carroll (1981) mentioned different types of motivation which
MOTIVATIONAL PROBLEMS AND LANGUAGE LEARNING ABSTRACT In Turkey, despite all the steps taken in foreign language teaching, English language teaching is not efficient. Today, difficulties in language teaching still exist as in the past. Foreign language courses in our public schools, is taught as a compulsory subject from high schools. Thus, levels of students who are learning English language who take a total of approximately 589 hours of English language courses seem disappointing. In this respect
Teaching English for Specific Purposes was and is a controversial issue among EFL teachers and others. Whether the EFL teacher or the specialist in the field should teach ESP courses is the matter of controversy. Absolute Characteristics 1. ESP is defined to meet specific needs of the learners 2. ESP makes use of underlying methodology and activities of the discipline it serves 3. ESP is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills,
any situation that leads to action. Motivation itself refers to a combination of the learner’s attitude”, Motivation is one of the mainly significant factors which manipulate language learners’ achievement or failure in learning the language. Motivation is something that supports someone to do something. Harmer reported in his book “English Language Teaching” that motivation is some kind of internal drive which pushes someone to do some things in order to achieve something (Harmer, 1988: 51). Motivation
Learning English. Introduction Nowadays, English language has become an international language all over the world. Therefore, it is crucial for students to master the global language and to catch up with the recent trends. For effective communication, there is a need to achieve language proficiency. However, the ability to use English fluently of Vietnamese students is lower than that of students in others countries in the area. To improve the standard level of students in mastering English, many schools
THE PROBLEM AND ITS SETTING Introduction Language is the key to the world of communication while term signifies things, sentences are expressions of truth and falsity and relevant to this statement, the proper or the correct usage things mentioned above are use in constructing and correcting grammar. Aside from this thought, a well-constructed sentences is composed of words that creates meaning or gives thought intended for the reader or the listener. This body of words that are purposively will