Luận văn demotivation in learning english of the students of ly thai to high school in bac ninh

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 diffe

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.A.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.A.MINOR THESIS

Field: English Teaching Methodology

Code: 60 14 10

Supervisor: Trần Hiền Lan, M.A

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

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

Research questions

Scope of the study

Methodology

Part B: Development

Chapter 1: Literature review

1.1 Second language acqpisition

1.1.1, What is “second language acquisition?”

1.1.2 What are the goals of SLA?

Theoretical background of motivation

1.2.1 Conceptions of motivation

1.2.2 Motivation in foreign language learning

1.3 Theoretical background of de-motivation

1.3.1 Conceptions of de-motivation

wR

ROR

1.3.2 De-motivating factors affecting students’ motivation in leaning

foreign languages

1.3.21 Factors related to students

13.22 Factors related to environment

13.23 Factors related to teachers

13.24 Teaching and learning conditions

1.4 Study of de-motivation

1.5 Summary

Chapter 2: Research methodology

2.1 Research questions

2.2 Subjouts

2.3 Method for data collection

Chapter 3: Results and discussion

3.1, Results

3.1.1 Results of research question |

3.1.2 Results of research question 2

3.1.3 Results of research question 3

3.2 Discussion

Part C: Conclusion and implications for teaching

1 Conelusion

2 Lnplications for teaching

3 Limitations and further study

References

Appendix

SLA:

EFL:

FL

Ll:

NNS:

vi

LIST OF ABBREVIATIONS

Second Language Acquisition

English as a Foreign Language

Forvign Language

First Language

Second Language

Non-Native Spealang

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

PART A: INTRODUCTION

1 Rationale

- 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

3 Research questions

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 Mcthodology

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

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.M & Spada, N 1999) 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

1.2 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.c 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”.

3

Dornyei pointed out that de-motivation does not mean that all the positive

influences that originally made up the motivational basis of a behavior have been got

rid of It only means that a strong negative factor restrains the present motivation with some other posilive motives still remain ready to be aclivaled

Qashoa (2006:2) has repoited from Domyei (2001) that, “ A de-motivated

person is someone who initially had a motivation to fulfill a goal or ta engage in an

aclivily and has lost the motivalion lo do so hecause of negalive sxIerral factors which

are related to the environment in which learning takes place such as the classroom or

school”.

4

CHAPTER 2: RESULTS AND DISCUSSION

2.1 Results

2.1.1 Results of research question 1

QI: What are the external factors that cause a negative impact on students’ motivation

to learn English?

Table 3: External de-molivating factors Rank De-motivating factors Frequency Percentage

1 | Lack of opportunities to use English outside class Tờ 79 9

› Examination system (have to concentrate on main + 78%

subjects for college entrance exams) 3._| Teaching method (imcreative, boring) 38 58%

1_ | baek oF opportunities to speak Finglish in class ” _

because the classroom is too crowded

5 | Availability of instruction books 29 29%

6 | Insufficient teaching and learning facilities 2 27%

7 | Teachers’ unfair behavior 24 249%

8 | Replace teachers from the better to the worse 21 1%

9 | Test outside Tessons 18 189%

10 | Teachers’ competence (low credibility) 1? 17%

TT |Taek of leachers" care and enlliusiasm 16 16%

12 | Teachers msult siudenis 14 14%

2.1.2 Results of research question 2

Q2: What are the internal factors that cause a negative impact on students’ motivation

ta lecarn English?

Table 4: Internal de-motivating factors

Rank De-motivating factors Frequency Percentage

1 |Targe vocabulary 7 71%

2 | Tastening and speaking skill difficulties 70 70%

3 | Complicated grammar 33 53%

4 | Bailto máerstandlesson (lost background knowledge) 48 489%

5 | Difficult pronunciation 43 439%

6 [Unconident(afaidof beme laughed/ losing face) 38 38%

7 | Left behind classmates 35 35%

8 | Think themselves do not have aptitude 28 38 9ì

9 | Get low marks despite having studies seriously 12 13%

10 | Feel disregarded by teachers and classmates 10 10%

2.1.3 Results of research questian 3

Q3 What reasons can help students to overcome their de-motivation?

Table 5: Internal reasons for overcoming de-motivation

Rank Reasons Frequency Percentage

1 | Awareness of the importance of English 350 50%

2 [§elEdetemimauon 4 439%

3 | Get progress and like English more 4 4I 9

Tlave better learning method, well-arranged time

schedule Don't want to feel inferior because close friend is

better at English

ke là 4 5

g,_| Like Hnglish football teams, Lnglish songs, funny 2 n%

stories Like to be able to understand world news on TV,

intemet

8 | Like to translate English idioms, songs into 18 18%

e

Vietnamese

Like to understand multi-cultural aspects of

English speaking countries

Table 6: External reasons for overcoming de-motivation

Rank Reasons Frequency Percentage

1 | Teacher behavior is more enthusiastic, devoled and

48 48 9ö caring

2 - | Teaching methodis beter and more effective 40 40%

3, |BProper class size so have more opportunities to

3 37%

speak Figlish in class 4 | Availability of learning Tauilities 25 2%

wa Encouragement of the teachers, [riends and [amily 35 25 4

PART C: CONCLUSION AND IMPLICATIONS FOR TEACHING

1 Conclusion:

- De-motivation 1s a salicnt phenomenon that should concern every classroom practitioner

- Tlis a complex issue and the present analysis has nol done rt justice

- There are so many factors that affect students’ motivation

- Motivated leachers can “produce” motivated students

2 Implications for teaching:

2.1 Implications for English teachers

- Create some school activities which meet the students’ needs and learning goals

- Bear in minds that students have to be taught in a meaning way to master the

language skills, be able to commmmicate Quently and nse Enghsh in real world

situations

- Reduce the students’ de-motivalion by allocating few periods before the final exams

to review and train students on test taking strategies

2.2 Implications for educators:

- Examination system should be modified to meet the learners’ mstrumental motrves

- Interests toward the English culture and literature can be raised

- The educational policy makers should make changes by reducing the load of

vocabulary

= School should be equipped with adequate numbers of technological devices

3 Limitations and farther study:

Although the researcher has made effort toward carrying out this study such as the trimngulation of data collection methods, namely survey questionraires lor learners, due to the limitation of time, lack of resources and the researcher’s ability,

shortcomings are unavoidable Firstly, the research has been carried out in a very small

8

scape The number of students involved in the survey is still limited, so to some

extend, the findings may not be generalized to all students at Ly Thai To High School, Secondly, the researcher only used survey questionnaire as the main instrument for dala collection Tn order to make the oblamed results more rehable, differcrit instruments for data collection should be applied

To cary out better and more efficient study with large scope, surely the

researcher in the commg time the further research should invite more learners al other

levels to participate in the studies

REFERENCES

Brophy, J 1 (1998) Feachers’ expectations, motives and gaals for working with

problem students In Ames, C and Ames, TD (Eds), Research on motivation in

education: The classroom milieu Academic Press, Orlando, FL, pp 175-214

Brutt-Griffler, J (2002) World English: A study of its Development Clevedon:

Multilingual Matters

Canagarajah, A 8 (1999) Resisting Linglish imperialism in Linglish Teaching Oxford: Oxford University Press

Chambers, G (1993) Taking the ‘de? oul of de-motivalion Language Learning

Journal 7, 13

Chnistophel, D M ard Gorlam, 7 (1995) A lesL-retest aualysis of student motivation,

teachor immediacy, and perecived sources of motivation and de-motivation in college classes Communication liducation 14, 292-306

Clement, R., Domysi, 7 & Nocl KA (1994) Motivation, self-confidence and group

cohesion in the foreign language classroom Language learning, 44(3), 417-448

Crookes G & Schmidt, R (1991) Motivation: Reopening the Sesearch Agenda

Language Learning 41: 469-512

Csikszentmihalyi, M (1997) -4 thought — provoking: Ilarper Perennial

Deci, E.L & Ryan, RM (1985) Intrinsic motivation and self-determination in human

behaviour Plenun, New York

Domyei, Z (1990) Canceptualizing motivation in foreign language learning Language

Learning, 40, 45-78

Domyei, Z (1994) Motivation and motivating in the foreign language classroom The Modern Language Journal, 78, 273-284

Domyei, Z (1998) De-molivauion in foreign language learning Paper presonted at the TLSOL 798 Congress, Seattle, WA March

Domyei, Z (2001a) New themes and approaches in second language motivation

research Annual Review of Applied Linguisties, 21, 43-59

Domyei, Z (2001b) Teaching and Researching Motivation London: Longman