A STUDY ON MOTIVATIONS AND ATTITUDES FOR THE ENGLISHMAIJORED STUDENTS AT THUONGMAI UNIVERSITY TOWARD LEARNING ENGLISH

A STUDY ON MOTIVATIONS AND ATTITUDES FOR THE ENGLISHMAIJORED STUDENTS AT THUONGMAI UNIVERSITY TOWARD LEARNING ENGLISH A STUDY ON MOTIVATIONS AND ATTITUDES FOR THE ENGLISHMAIJORED STUDENTS AT THUONGMAI UNIVERSITY TOWARD LEARNING ENGLISH A STUDY ON MOTIVATIONS AND ATTITUDES FOR THE ENGLISHMAIJORED STUDENTS AT THUONGMAI UNIVERSITY TOWARD LEARNING ENGLISH A STUDY ON MOTIVATIONS AND ATTITUDES FOR THE ENGLISHMAIJORED STUDENTS AT THUONGMAI UNIVERSITY TOWARD LEARNING ENGLISH A STUDY ON MOTIVATIONS AND ATTITUDES FOR THE ENGLISHMAIJORED STUDENTS AT THUONGMAI UNIVERSITY TOWARD LEARNING ENGLISH A STUDY ON MOTIVATIONS AND ATTITUDES FOR THE ENGLISHMAIJORED STUDENTS AT THUONGMAI UNIVERSITY TOWARD LEARNING ENGLISH A STUDY ON MOTIVATIONS AND ATTITUDES FOR THE ENGLISHMAIJORED STUDENTS AT THUONGMAI UNIVERSITY TOWARD LEARNING ENGLISH A STUDY ON MOTIVATIONS AND ATTITUDES FOR THE ENGLISHMAIJORED STUDENTS AT THUONGMAI UNIVERSITY TOWARD LEARNING ENGLISH A STUDY ON MOTIVATIONS AND ATTITUDES FOR THE ENGLISHMAIJORED STUDENTS AT THUONGMAI UNIVERSITY TOWARD LEARNING ENGLISH A STUDY ON MOTIVATIONS AND ATTITUDES FOR THE ENGLISHMAIJORED STUDENTS AT THUONGMAI UNIVERSITY TOWARD LEARNING ENGLISH A STUDY ON MOTIVATIONS AND ATTITUDES FOR THE ENGLISHMAIJORED STUDENTS AT THUONGMAI UNIVERSITY TOWARD LEARNING ENGLISH A STUDY ON MOTIVATIONS AND ATTITUDES FOR THE ENGLISHMAIJORED STUDENTS AT THUONGMAI UNIVERSITY TOWARD LEARNING ENGLISH A STUDY ON MOTIVATIONS AND ATTITUDES FOR THE ENGLISHMAIJORED STUDENTS AT THUONGMAI UNIVERSITY TOWARD LEARNING ENGLISH A STUDY ON MOTIVATIONS AND ATTITUDES FOR THE ENGLISHMAIJORED STUDENTS AT THUONGMAI UNIVERSITY TOWARD LEARNING ENGLISH A STUDY ON MOTIVATIONS AND ATTITUDES FOR THE ENGLISHMAIJORED STUDENTS AT THUONGMAI UNIVERSITY TOWARD LEARNING ENGLISH A STUDY ON MOTIVATIONS AND ATTITUDES FOR THE ENGLISHMAIJORED STUDENTS AT THUONGMAI UNIVERSITY TOWARD LEARNING ENGLISH A STUDY ON MOTIVATIONS AND ATTITUDES FOR THE ENGLISHMAIJORED STUDENTS AT THUONGMAI UNIVERSITY TOWARD LEARNING ENGLISH A STUDY ON MOTIVATIONS AND ATTITUDES FOR THE ENGLISHMAIJORED STUDENTS AT THUONGMAI UNIVERSITY TOWARD LEARNING ENGLISH A STUDY ON MOTIVATIONS AND ATTITUDES FOR THE ENGLISHMAIJORED STUDENTS AT THUONGMAI UNIVERSITY TOWARD LEARNING ENGLISH A STUDY ON MOTIVATIONS AND ATTITUDES FOR THE ENGLISHMAIJORED STUDENTS AT THUONGMAI UNIVERSITY TOWARD LEARNING ENGLISH A STUDY ON MOTIVATIONS AND ATTITUDES FOR THE ENGLISHMAIJORED STUDENTS AT THUONGMAI UNIVERSITY TOWARD LEARNING ENGLISH A STUDY ON MOTIVATIONS AND ATTITUDES FOR THE ENGLISHMAIJORED STUDENTS AT THUONGMAI UNIVERSITY TOWARD LEARNING ENGLISH

THUONGMAI UNIVERSITY ENGLISH FACULTY

-GRADUATION THESIS

A STUDY ON MOTIVATIONS AND ATTITUDES FOR THE ENGLISH-MAIJORED STUDENTS AT THUONGMAI UNIVERSITY TOWARD LEARNING ENGLISH

HANOI - 2019

Without student motivation, there is no pulse; there is no life in the class.Motivation is one of the most important factors which influence language learners’success or failure in learning the language Motivation is defined as "the choicespeople make as to what experiences or goals they will approach or avoid and thedegree of effort they will exert in this respect" (Keller, 1983) Specifically, forlanguage learning motivation can be understood as learners’ orientation with regard

to the goal of learning a second language As Wilkins (1972) points out that

"motivation is a term which occurs in discussion of the second rather than the firstlanguage learning" In addition, there was a general consensus among these studiesthat influential way to get a clear picture to learning process is to study the learners’attitudes and motivations toward learning English language

The aim of this study is to identify university student motivation towardslearning English To achieve this purpose, unstructured interviews were used by theresearcher with 100 participants These students are undergraduates of EnglishDepartment in ThuongMai University Qualitative case study was used , which fitsthe collected data

I hope that this study will help students have a better overview of thedifficulties From that, they will be aware of overcoming the difficulties andimproving their motivations Moreover, this study is considered as a reference somesuggested solutions that will help students solve the difficulties and develop theirown motivations toward learning English

Even though the study was limited by time – only 2 months and the limitations

of the long-days disease , I and my supervisor tried my best and t received lots ofsupport to complete this graduation thesis

First of all, I would like to express my deep gratitude to my supervisor, Ms.Hoang Thi Thuy, MA-lecturer of the English faculty for her valuable and insightfulcomments, suggestions and kind guidance correction throughout my research study

I would like to express my gratitude and appreciation to the teachers ofEnglish Faculty at Thuongmai University, who have imparted golden knowledge to

me From these supports, I can improve my English skills and have goodbackground to achieve my dreams

I am grateful to all of the lovely English major students of ThuongmaiUniversity who contributed and had a warm co-operation to help me during theperiod I carried out my survey

Last but not least, I am also grateful to my friends from ThuongmaiUniversity, who helped and encouraged me a lot when I was conducting myresearch Millions of thanks go to my beloved family whose financial support andspiritual encouragement contribute a significant part to the completion of theresearch

In short, I would really like to thank to all people helping me to finish thisgraduation thesis

Thaibinh, April 18st, 2020 , Student

Bui Ngoc Son

TABLE OF CONTENTS

ABSTRACT i

ACKNOWLEDGEMENT ii

TABLE OF CONTENTS iii

LIST OF TABLES AND FIGURES vi

CHAPTER 1: OVERVIEW OF THE STUDY 1

1.1 Rationale 1

1.2 Previous studies 1

1.3 Aims of the study 2

1.4 Research subjects 3

1.5 Scope of the study 3

1.6 Research methodology 4

1.6.1 Data collection instruments 4

1.6.2 Data collection procedures 5

1.6.3 Data analysis methods 6

1.7 Organization of the study 6

CHAPTER 2: LITERATURE REVIEW 7

2.1 Some Basic Definitions 7

2.1.1 The definition of motivation 7

2.1.2 The definition of attitude 9

2.2 Motivation and Attitudes in Second Language learning 9

2.3 Types of motivations and attitudes 11

2.3.1 Types of motivations 11

2.3.2 Types of attitudes 12

2.4 Factor influencing students’ motivations and attitudes 14

2.4.1 Factor influencing students’s motivation : 14

2.4.2 Factors influencing students’ attitudes : 17

2.5 Strategies of Motivations and Attitudes 19

2.5.1 Strategites of motivations : 19

2.5.2 Strategites of attitudes : 20

CHAPTER 3: RESEARCH FINDINGS AND ANALYSIS 22

3.1 Students’ views on the importance of motivations in learning English 22

3.1.1.Instrumental Motivation 23

3.1.2 Personal Motivations 27

3.1.3 Intergrative motivation 29

3.1.2 Interview results 31

3.2 English-majored students’ attitude toward learning English 33

3.2.1 English-majored students attitude toward learning English 33

3.3 Summary of findings 35

CHAPTER 4: RECOMMENDATIONS AND SUGGESTIONS 37

4.1 Recommendations for English-majored students 37

4.1.1 Keeping Yourself Accountable 37

4.1.2 Establishing a Study Schedule 38

4.2 Recommendations for the teachers of the English Faculty 40

4.2.1 Develop meaningful and respectful relationships with your students 40

4.2.2 Setting an English speaking environment 41

4.2.3 Creating games and other activities 41

4.3 Recommendations for the Board of management of Thuongmai University 42

4.3.1 Investing in laboratories 42

4.3.2 Equipped classrooms with media facilities 42

4.3.3 Directing the Faculty of English to employ foreign native teachers 42

4.3.4 Organizing English-speaking events 43

CONCLUSION 44

REFERENCES vii

APPENDIX 1 viii

APPENDIX 2 xii

Et ceteraInformation RetrievalCross Language Information RetrievalVolume

Number

LIST OF TABLES AND FIGURES

CHAPTER 1 OVERVIEW OF THE STUDY1.1 Rationale

English is a global language and many people are of the opinion that it is alanguage worth learning Along with the development of society, ThuongmaiUniversity is increasingly investing in the quality of teaching in the businessEnglish major However, not all graduate students use English for their work andmany of them do not really care about subjects related English in the curriculum These students are bitter that after four years of studying English at ThuongmaiUniversity, their proficiency and competence in English is virtually not even at thelevel of undergraduates This is against the background that the university haschurned out graduates years after years My concern is that the problem will spillinto every place because the same half-baked graduates are being employed to teachyoung learners The learners will end up being as incompetent as some of theirtutors My belief is that lack of motivation and attitude among instructors andstudents is central to this problem

This study, therefore , centers on investigating the role of motivation in thisissue Another motivation for the study lies in the fact that no known study has beencarried out to investigate the motivation of English language students, studyingEnglish at Thuongmai University This is a pioneer study and it hopefully it willignite a series of subsequent studies on motivation at the university and both theother private and public universities in the area

1.2 Previous studies

There have been many research studies on the influence of mother tongue onthe learning English in the world and also in Vietnam Those are described asfollows:

According to Gardner (2006, page) “students with higher levels of

motivation will do better than students with lower levels”.The author wanan point

out that these students are also more likely to be engaged in the relevant activitiesand expand efforts and to show desire to achieve the goal

Secondly, the research ‘’Research methods in Education’’ done by Wilkins was published on the “European Journal of English Language, Linguistics and

Literature” in 2010 This study aims prove that The instrumental motivation is

based on students´ desire to learn the language for some utilitarian goal, such as "to

pass an examination, to use it in one's job, to use it in holiday in the country, as a change from watching television, because the educational system requires it"

(Wilkins, 2010 , page 184)

Meanwhile, the study ‘’ Attitudes and motivation towards English: A survey

of Japanese freshmen ‘’ done by David Adebayo Oluwole was published in 2008

show out that the integrative motivation is stimulated by students´ interest towardsthe language itself, its culture, and the desire to communicate with the target

language group In one words, "to know more of the culture and values of the

foreign language group… to make contact with the speakers of the languages… to live in the country concerned"

In Papua New Guinea (PNG), a related study was undertaken by

Buschenhofen (1998) He sought to assess the attitude towards English between the

12th year and the final year college student To collect data, he managed aquestionnaire about about 50% of the sophomores and freshmen in PNG Bothgroups differ in their ability to tolerate the use of English in different contexts Theresults show the positive overall attitude of both groups towards English and someimportant attitudes differences related to the specific English language context.Buschenhofen attributes such differences to changing social, educational andlinguistic conditions, characterizing the transition from 12th grade to highereducation

However, this research will specifically study the influence of motivationsand attitudes on the learning English of English-majored students to help them learnEnglish better and get higher results, as well as prepare for their future jobs

1.3 Aims of the study

Nobody can deny that people who use English well are very likely to succeed

in many fields of research and career advancement Especially in the era of the 4.0revolution, English in particular and other common languages such as Japanese,

French, Chinese, etc play an even more important role in our lives English is theofficial language of more than 53 countries and territories, the official language ofthe EU and the third most used language in the world after China and Spain (due todifferences in population nation) It can be seen that English has become a globallanguage and is like a passport, a bridge to help you easily have a stable job with ahigher salary Foreign language plays such an important role, the requirement ofsociety for linguistic ability for young people is also very high, but the currentsituation of foreign language proficiency of students is too low,it have not yet meetthat requirement Therefore, this study is aim at investigating the impacts ofmotivations and attitudes , specifically the English-majored students at ThuongmaiUniversitywhere motivation is almost the biggest cause Meanwhile, it is necessary

to find out their difficulties and errors they often make in the learning of Englishbecause of the influence of the bad attitudes and motivation From these obstacles,some suggestions and recommendations will be given to help them improve andgain better results in their learning process

1.4 Research subjects

This study is designed to clarify the influence of motivation on Englishlearning process among these students More specifically, the study shows bothpositive effects and negative effects of motivations on learning English to see on

what aspects they can be helpful to and on what aspects they can be a “barrier”.

After that, solutions will be offered to help the students learn more effectively

1.5 Scope of the study

As mentioned, this study is done with English-majored students So thissection is divided into two main sub-sections: the students' motivation to learnEnglish and their attitudes toward the English language In presenting the results ineach sub-section, data obtained from both the questionnaire and interviews wereused was sent to 100 students studying at the English Faculty of ThuongmaiUniversity to collect data and information and then analyze and find out the resultsfor their learning In addition, direct interviews with 5 questions were applied tomake the data in this study more reliable From the results collected throughquestionnaires and interviews, some mistakes have been found and thus it is

necessary for the author to do more researches, investigations and come up withbetter solutions to help them overcome

1.6 Research methodology

In completing this research, lots of methods have been employed anddepending on certain kind of research, certain methods are used to help theresearchers have relevant, appropriate and reliable data and information for theirstudy

This study was conducted to identify petroleum engineering students’motivational and attitudinal orientations in learning the English language Toachieve this objective, two research tools were used namely, questionnaire andinterviews This type of design, that uses different research methods to investigate

the same issue, is called a triangulation mixed method design (Creswell, 2002) The

need for triangulation arises from the ethical need to confirm the validity andreliability of the process (Tellis, 1997) In addition, using multiple methods in aresearch design would also help to “give a fuller picture and address many differentaspects of phenomena” (Silverman, 2000, p.50)

To accomplish this study, the following research questions need to beconsidered:

1 What are the factors that affect students motivation towards learningEnglish?

2 What role do teachers play on students motivation in learning English?

3 In what ways does lack of motivation affect English-majored students?

1.6.1 Data collection instruments

The primary method of inquiry used in this study was a questionnaire It

consisted of three sections: A, B and C In Section A, 3 items were used to collect

information regarding the students’ background Section B consisted of two partswhich included questions to identify students’ motivation to learn the Englishlanguage These reasons represented the three motivational constructs namely,instrumental motivation (items 1, 2, 3, and 4), integrative motivation (item 7) andpersonal motivation (items 5 and 6) It might be worth indicating that Gardner’sinstrumental and integrative types of motivation were adopted because such a

classification offers “an impetus to the study of language attitudes and motivationthat had previously been lacking” (Benson, 1991, p.35) In the second part ofSection B of the questionnaire, on the other hand, the students were asked to answer

a question on whether or not they are interested in attending more English languagetraining courses to improve their proficiency in the English language Answering

such a question is of great importance to know about their desire for learning the

language which is considered one of the main components of language learningmotivation (Gardner, 2006)

Section C of the questionnaire was developed to elicit information regardingthe students’ attitudes towards the English language In this section, the students

were given 6 statements (items) , for which they were requested to specify their responses by choosing any of the three alternatives provided, namely, agree,

disagree and don't know The items were divided into four main categories:

attitudes towards the use of English in ThuongMai University educational context(items 3, 4, and 5), attitudes towards the use of English in the ThuongmaiUniversity social context (items 1 and 2), attitudes towards the English language(item 6) Besides the questionnaire, interviews were used to obtain data tosupplement and cross-validate the students’ responses to the questionnaire Thestudents were asked questions related to their motivation and attitudes towards theEnglish language The interviewees were asked about

1) Their reasons for learning English

2) Their interest to attend more training courses in English

3) Their attitudes towards the English language and towards the culture of theEnglish speaking world

1.6.2 Data collection procedures

Given the description of the questionnaire and interviews, this sub-sectionpresents the procedures used in the administration process

Before distributing the questionnaire, the students were informed about thegoals and implications of the study They are also required to state their honest andhonest responses In addition, subjects were informed to ask for any clarificationthey might have After that, the achievement was distributed Once they have

completed the question, they are asked to check their answers for incomplete ormissing answers.

Before conducting the interviews, the subjects were briefed on the aims andprocedures of the interview sessions To reduce their fear of exposing their honestviews and to ensure better and valid results, the interviewees were informed thattheir answers would be treated confidentiality Moreover, ethical issues related tothe culture and nature of the interviewees and the policy of the environment weretaken into consideration when conducting the interviews

1.6.3 Data analysis methods

Data analysis is the process of inspecting, cleaning, transforming andmodeling data with the objective of discovering useful information, arriving atconclusion, and supporting the decision making process This method helps theresearcher come up with suggestions and solutions

In term of data obtained from the questionnaires, the results were collectedand analyzed by means of the Microsoft Excel software according to the percentage.After that, data will be illustrated through charts and tables for clearing descriptions

of the finding, helping me to confirm the results from questionnaire survey

This method helps the researcher save research time, accurate results andquickly retrieve research data for analysis

1.7 Organization of the study

- This study is organized in four chapters as follows:

- Chapter 1: Overview of the study This chapter provides the rationale, someoverviews of the previous studies, aims of the study, research subjects, scope of thestudy, research methodology and organization of this study

- Chapter 2: Literature review This chapter presents the theories relating tothe study: the definition of mother tongue, the roles and the impacts of mothertongue on learning English, cross language information retrieval in learningEnglish

- Chapter 3: Research findings and analysis This chapter presents the data andinformation collected through observation, investigation and interview The resultswill also be discussed and analyzed in this chapter

- Chapter 4: Recommendations and suggestions This chapter offers somesuggestions to help students learn English better

CHAPTER 2 LITERATURE REVIEW

In chapter 1, we have the general view of research topic, including parts: therationale, previous studies, aims of the study, research subjects, scope of the study,research methodology, organization of the study

In this chapter, I will analyze more specifically the topic which I study is thedifficulties in learning speaking skill of English-majored students of EnglishFaculty at Thuongmai University I have divided this chapter into the followingparts: definition of motivations and attitudes, the importance of them and factorsaffecting English-majored students’motivations and attitudes

2.1 Some Basic Definitions

The definition of motivations and attitudes have been researched for decades

by many experts and scholars; therefore, some theories of the definition of mothertongue are presented in this part of the study

2.1.1 The definition of motivation

Motivation is very hard to define As Gardner (2006, p.242) states “motivation

is a very complex phenomenon with many facets…Thus, it is not possible to give asimple definition” This is because the term motivation has been viewed differently

by different schools of thought From the behaviouristic perspective, motivation is

"quite simply the anticipation of reward" (Brown, 2000, p.160) However, thecognitivists view the term motivation as being more related to the learner'sdecisions as Keller (1983, p.389), quoted by Brown (ibid, p.160), stated, "thechoices people make as to what experiences or goals they will approach or avoid,and the degree of effort they exert in that respect" However, in the constructivists'definition of motivation, they place "further emphasis on social contexts as well asthe individual's decisions" (ibid) Despite the differences, in all the definitions ofmotivation given by the three schools of thought the concept of "needs" isemphasized, that is, "the fulfilment of needs is rewarding, requires choices, and inmany cases must be interpreted in a social context

The importance of motivation in enhancing second/foreign language learning

is undeniable Lifrieri (2005, p 4) points out that “when asked about the factors

which influence individual levels of success in any activity – such as languagelearning –, most people would certainly mention motivation among them” Brown(2000, p.160) states that "it is easy in second language learning to claim that alearner will be successful with the proper motivation" With similar views, Gardner(2006, p 241) posits that “students with higher levels of motivation will do betterthan students with lower levels” He further adds that “if one is motivated, he/shehas reasons (motives) for engaging in the relevant activities, expends effort, persists

in the activities, attends to the tasks, shows desire to achieve the goal, enjoys theactivities, etc” (Gardner, 2006, p 243)

On the other hand, integrative motivation was defined as "learning a languagebecause the learner wishes to identify himself with or become integrated into thesociety” of the target language (Gardner, 1983, p.203) Therefore, a learner isintegratively motivated when he/she learns a language because he/she wants to

"know more of the culture and values of the foreign language group… to makecontact with the speakers of the languages… to live in the country concerned"(Wilkins, 1972, p.184)

Besides Gardner’s integrative and instrumental constructs, Cooper andFishman (1977) mentioned a third type of motivation which they termed

"developmental" Developmental or personal motivation, according to them, refers

to motivation relating to “personal development or personal satisfaction” (Cooper &Fishman, 1977, p.243) This includes such activities as watching movies andreading books in English (ibid)

The researchers concur with Spolsky (1989, p.160) in that “a language may belearned for any one or any collection of practical reasons” As such, identifying thepetroleum engineering students’ motivation will be related to the reasons for whichthey learn the English language In other words, instrumental, integrative andpersonal reasons will be considered as far as the students’ motivation is concerned.This view is also supported by Crookes and Schmidt (1991) who considermotivation in learning a second/foreign language as “the learner’s orientation withregard to the goal of learning a second language” (p 10)

2.1.2 The definition of attitude

Likert (1932, p.9), cited in Gardner (1980, p.267), defines the term attitude as

"an inference which is made on the basis of a complex of beliefs about the attitudeobject" Gardner (1980, p.267) elaborates on Likert's definition by defining attitude

as "the sum total of a man's instinctions and feelings, prejudice or bias,preconceived notions, fears, threats, and convictions about any specified topic".Ajzan (1988, p.4) considers attitudes as “a disposition to respond favourably orunfavourably to an object, person, institution, or event” Baker (1992, p.10) definesattitudes as “a hypothetical construct used to explain the direction and persistence ofhuman behaviour”

Gardner (1985) considers attitudes as components of motivation in languagelearning According to him, “motivation refers to the combination of effort plusdesire to achieve the goal of learning the language plus favourable attitudes towardlearning the language” (p.10) However, Wenden (1991) proposed a broaderdefinition of the concept “attitudes” He states that the term attitudes includes threecomponents namely, cognitive, affective and behavioural A cognitive component ismade up of the beliefs and ideas or opinions about the object of the attitude Theaffective one refers to the feeling and emotions that one has towards an object,'likes' or 'dislikes', 'with' or 'against' Finally, the behavioural component refers toone's consisting actions or behavioural intentions towards the object (ibid)

From a different angle, McGuire (1969, p.157), cited in Oscamp, (1977, p.10)suggests that it is possible that the three components are so closely interrelated,

“that theorists who insist on distinguishing them should bear the burden ofproviding that the distinction is worthwhile” This made Van Els et al (1984, p.116)

to suggest that “it does not really matter whether all or only one of the threecomponents are measured; the relationship between the components is so close thatsufficient information on an attitude can be obtained by measuring only onecomponent, no matter which”

2.2 Motivation and Attitudes in Second Language learning

Numerous theorists and researchers have discovered that it is vital to take alook at the construct of motivation not as a single entity but as a multi-factorial one

In relation to the learner attitudes toward the target language, it was indicated

by Gardner’s results (1959, 1983, 1985) that Second Language learners withpositive attitudes towards the speakers and culture were more thriving in learningthe language than those who had negative attitudes Gardner (1983) argued that,because language is the fundamental part of culture, the learning of a secondlanguage is dependent upon the learner’s eagerness to recognize with the culture ofthe target language and to fit in aspects of the target- language culture, includinglinguistic repertoire into his or her own behavior

In addition, Fasold (1984) stressed the function of learners’ attitudes inlanguage growth or perish and he stated that the notion of language attitudes notonly includes attitudes towards speakers of a particular language, but it as wellincludes all kinds of behavior relating to language to be treated

Captivatingly, achievement in learning Second Language for the most partdepends on the social relation among the First and Second Language communities.Wong-Fillmore (1991) suggested that accomplishment in learning a secondlanguage is dependent on the presence of the following conditions: (a) motivatedstudents who realize they need to learn the target language, (b) target-languagespeakers who support the second- language learners, and (c) frequent social contadbetween target-language speakers and learners

Regarding the outcome of learning a foreign language one’s own culture,Kramsch (1995) writes about how language plays an imperative function not only inthe building of culture but also in the surfacing and emergence of cultural change.Kramsch (1995: 85) also claimed that “social change occurs slowly, but inevitably

at the edges of dominant cultures This is true also of the change that we might want

to bring about by teaching people how to use somebody else’s linguistic code insomebody else’s cultural context.” Educating members of one society how to talkand how to behave in the context of another community potentially changes thesocial and cultural equation of both communities, by ingeniously diversifyingmainstream cultures

The intensity of the relationship between students’ own cultural backgroundand the background anticipated by the target community culture usually affects their

attitudes and motivation toward learning Second Language Lambert (1990)differentiated between two types of bilingualism: “additive” and “subtractive” Inadditive bilingualism, the Second Language learners believe that by learning a newlanguage, something new to their knowledge and experience is added withouttaking anything away from what they already know But, in subtractive case, thelearners feel that learning Second Language threatens what they already achieve forthemselves So, it can be said that additive circumstances lead to successful SecondLanguage learning and integrativeness.

Obeidat (2005) conducted a study to inspect Malaysian students’ attitudes whowere studying in Jordan Universities, toward learning Arabic as a foreign language

He concluded that the students were integratively motivated and their integrativeorientations could be credited to the shared belief in Islam which made them prone

to expand their scope and construct up their character in the course of learningArabic

Besides, attitudes of the foreign language learners may be affected by theapprehension that participation with the target language group may effect inestrangement from one’s own group For example, opinions that English is inrivalry with Arabic, may have a negative affect on attainment of English in the ArabWorld Pennycook (1994:204-10) stated that “that whether or not tension existsbetween Western and Islamic knowledge , there is a strong feeling that English islinked to forms of culture that threaten an Islamic way of life.” Consequently, ananalysis into learners’ attitudes is a technique by which language teachers,education planners, syllabus designers and researchers can boost better insight intothe language teaching and learning process

2.3 Types of motivations and attitudes

2.3.1 Types of motivations

Types of Motivation Previous studies concerned about motivation in learning

a second or a foreign language have made a clear difference between 3 types ofmotivation namely, integrative motivation , personal motivation and instrumentalmotivation

Gardner and Lambert (1972) clarify that integrative motivation is learning alanguage for personal sakes and cultural enrichment; while instrumental motivation

is learning a language to gain more direct and practical purposes Lucas et.al (2010)define integrative motivation as the desire to learn L2 to have contact with membersfrom L2 community; while instrumental motivation for them was defined as thedesire to learn L2 to reach practical purposes such as academic success and jobadvancement

In other words, instrumentally motivated learners own very specific goals forL2 learning such as listening to radio, reading books, or watching TV programs Onthe other hand, integratively motivated learners have got different goals such asknowing the culture, norms, and traditions of the L2 community Masgoret andGardner (2003) states that integratively motivated learners have the willing to knowthe culture of foreign countries, and the status of that foreign language for them issimilar to their native language’s status Noels (2001) points out that learners’motivation to language learning consists of several variables such as desire to reachtheir goals, effort, and attitudes to learn that language Crookes, and Schmidt (1991)claim that integrative motivation is more important in sustaining long-term success

in L2 learning

2.3.2 Types of attitudes

Aspects of attitude include each of: behavioral aspect of attitude, cognitiveaspect of attitude, and emotional aspect of attitude The first one deals with the waythat the learner behaves and reacts in particular situations In fact, the successfullanguage learning enhances the learners to identify themselves with the nativespeakers of that language and acquire or adopt various aspects of behaviors whichcharacterize the members of the target language community Kara (2009) stated

that: “Positive attitudes lead to the exhibition of positive behaviors toward courses

of study, with participants absorbing themselves in courses and striving to learn more Such students are also observed to be more eager to solve problems, to acquire the information and skills useful for daily life and to engage themselves emotionally.”

Cognitive aspect of attitude involves the beliefs of the language learners aboutthe knowledge that they receive and their understanding in the process of languagelearning The cognitive attitude can be classified under four steps relating theprevious knowledge and the new one, creating new knowledge, checking newknowledge, and applying the new knowledge in many situations For Emotionalaspect of attitude; Feng and Chen (2009) stated that: “Learning process is anemotional process It is affected by different emotional factors The teacher and hisstudents engage in various emotional activities in it and varied fruits of emotionsareyield.” Attitude can help the learners to express whether they like or dislike theobjects or surrounding situations It is agreed that the inner feelings and emotions of

FL learners influence their perspectives and their attitudes towards the targetlanguage (Choy &Troudi, 2006)

Some learners may have negative attitude towards the second language andwant to learn it in order to prevail over people in the community but generallypositive attitude strengthens the motivation Some individuals might generateneutral feelings Attitudes towards language are likely to have been developed bylearners’ experiences It could refer to both attitudes towards language learning andattitudes towards the members of a particular speech community Fasold (1984)claims that attitudes towards a language are often mirrored in the attitudes towardsthe members of that speech community The attitudes play an eminent role indetermining one's behavior, as the attitude has an impetus act which stimulates thebehavior and directs it in a particular direction Attitudes are some what indirectlyrelated to second language achievement We can say that improving the positiveattitude of the students towards a particular academic subject may increase theirdesire to learn it, and an ability to apply what they have been taught, as well as animprovement in remembrance Baker (1992, p.10) defines attitude “a hypotheticalconstruct used to explain the direction and persistence of human behaviour”.Karahan (2007, p.84) avers that “positive language attitudes let learner havepositive orientation towards learning English”

Researchers, teachers and learners agree that a high motivation and a positiveattitude towards a second language and its community help second language

learning” In other words, all who are concerned, agree that high motivation andpositive attitudes towards a language, its culture and people help to achieve acertain goal As such, attitudes may play a very crucial role in language learning asthey would appear to influence students’ success or failure in their learning, but thequestion is how they could be measured Gardner and Lambert (1972) in Attitudesand Motivation in Second Language Learning postulate the theory in brief: Thistheory, maintains that the successful learner of a second language must bepsychologically prepared to adopt various aspects of behaviour which characterizemembers of another linguistic-cultural group The learner’s ethnocentric tendenciesand his attitudes toward the members of the other group are believed to determinehow successful he will be, relatively learning the language His motivation to learn

is thought to be determined by his attitudes toward the other group in particular andtoward the learning task itself They distinguished the two types of motivationknown as integrative and instrumental motivation Gardner (1985) designed a testbattery known as the Attitude and Motivation Test Battery (henceforth AMTB) Itincluded some items measuring all factors that affect attitude and motivation InGardner's AMTB , the idea of attitude is incorporated in motivation meaning thatpositive attitudes increase motivation

2.4 Factor influencing students’ motivations and attitudes

2.4.1 Factor influencing students’s motivation :

There have been some studies on the factors affecting students’ motivation inlearning a foreign language so far Above are two L2 motivation frameworks thatrefer to some factors such as language level, learner level, learning situation level(Dornyei, 2001) and internal and external factors (Williams and Burnden, 1997).Although researchers have had some different views in this issue, they all havecome to an agreement with a list of common factors affecting students’ motivation.These factors can be divided into three groups: teacher’s factors, students’ factorsand learning condition factors

2.4.1.1 Students’ factor :

The first factors are students’ intelligence and aptitude: Intelligence,

according to Lightbown and Spada (1999: 52), refers to ‘performance on certain

kinds of test’ and 10 aptitude is something which ‘involves both underlyinglanguage learning capacity and a capacity to handle decontextualizedlanguage’ ,Lightbown and Spada also point out that language aptitude is usuallydescribed as a combination of four factors: the ability to identify and memorize newsounds, the ability to understand the function of particular words in sentences, theability to figure out grammatical rules from language samples and the ability tomemorize new words (1999: 53).

The second is students’ personality: In the eyes of many language teachers,

the personality of the students constitutes a major factor contributing to success orfailure in language learning Ellis (1997) has proved that extroverted learners areadvantaged in the development of the kind of language associated with basisinterpersonal communication skills and that extroverted learners may also be morelikely to participate actively in oral communication Shared the same view withEllis, Lightbown and Spada list a number of personality characteristics that have agreat influence on the success of second language learners: extroversion, inhibition,self- esteem, empathy, dominance, talkativeness and responsiveness

The third factor is learners’ age: Children are believed to be better than

adults in acquiring an L2 in general and in speaking a new language with like fluency in particular Some researchers argued that late starters may be able tolearn the syntax and the vocabulary of a second language, but that attaining anative-like pronunciation is impossible for them Also, they concluded that youngerlearners have a greater chance of attaining native-like proficiency in the L2, olderlearners may show faster progress at the beginning, but are probably surpassed bythe young ones in the end

native-The fourth factor is learning style: native-The term ‘learning style’ refers to the

characteristic ways in which individuals orientates to problem- solving Keefe(1979) defined learning style as ‘the characteristic cognitive, affective andphysiological behaviors that serve as relatively stable indicators of how learnersperceive, interact with and respond to the learning environment… Learning style is

a consistent way of functioning that reflects underlying causes of behavior

The last factor is learners’ belief: Most learners have strong beliefs about

how languages are learnt, how their instruction should be delivered Little,Singleton and Silvius found out ‘past experience, both of education in generaland of language learning in particular, played a major role in shaping attitudes tolanguage learning

2.4.1.2 Teachers’ factors :

Teacher plays an important role in students’ learning motivation As a matter

of fact, some teacher’s factors and appropriate teacher behaviors will increasestudents to motivate in learning

Dornyei (2001) pointed out some teacher’s factors affecting students’motivation: appropriate teacher behavior, teacher’s enthusiasm and a goodrelationship with the students

Firstly, appropriate teacher behavior in classroom is very important It isconsidered a powerful ‘motivational tool’ Alison (1993) stated that teacher’sbehavior could ‘persuade’ or ‘attract’ students to engage in on- task behaviors (cited

in Dornyei 2001: 120) ‘The teacher should be a patient, encouraging person whosupports students’ learning efforts Students should feel comfortable takingintellectual risks because they know that they will not be embarrassed or criticized

if they make a mistake

Secondly, teacher’s good relationship with the student is also a key element ofmotivation in student learning The teacher should establish the relationship ofmutual trust and respect with students This relationship also involves findingopportunities to talk with them on a personal level and letting them know thatteachers have thought about them and that their individual effort is recognized.The third factor is teacher’s enthusiasm Csikzentmihalyi (1997) said thatteachers needed to be ‘enthused and involved in the teaching process and in thematerial they are teaching’ Csikzentmihalyi also points out that enthusiasticteachers are the ones who love what they are doing, who show by their dedicationand their passion that make students willing to pursue knowledge

The last factor is teacher’s commitment to the students’ academic progress.Teachers should care for what their students have learnt and succeeded (Dornyei,

2001) They should also offer concrete assistant, responding immediately when help

is requested, correcting tests, arranging extra- assignments and so on

In short, teacher’s attitude, behavior as well as the general level of theircommitment towards the students, their learning and their subject matter, constitutesome of the most prevailing influences on student motivation Dornyei says that

‘teachers are the designated leaders of the class group’ and therefore, they cannotlack their responsibility for maintaining their own commitment to the teachingprocess because the lack of this responsibility will cause ‘psychological absence’from teaching process, which is the fastest way to undermine the motivational base

of the learners

2.4.1.3 Teaching and Learning conditions :

Teaching and learning condition involves classroom atmosphere and physicalcondition A pleasant and supportive classroom atmosphere will create motivation;

it encourages students to express their opinions and thinking MacIntyre (1999) andYoung (1999) pointed out that students’ anxiety created by a tense classroomclimate was one of the most potent factors that undermined learning effectivenessand L2 motivation

Physical conditions are important, too Physical conditions refer to something

in classroom such as classroom’s size, classroom’s facilities (chairs, desks, tables,electric facilities…) Hammer (1992) stated that physical conditions had greatimpact on students’ learning as well as their attitude towards the subject matter.Physical condition affects both teacher and students’ motivation The large class,the poor facilities will decrease the relationship between teacher and students, and

as a result, will decrease motivation

2.4.2 Factors influencing students’ attitudes :

Learning process is regarded as a positive change in the individual’spersonality in terms of the emotional, psychomotor (behavioral) as well as cognitivedomains, since when one has learned a specific subject, he/she is supposed to thinkand behave in a different manner and one’s beliefs have been distinguished (Kara,2009) Furthermore, learning process has social as well as psychological aspectsbesides the cognitive approach Attitude concept can be viewed from these three

dimensions Each one of these dimensions has different features to bring outlanguage attitude results Accordingly, the attitude concept has three componentsi.e., behavioral, cognitive and affective These three attitudinal aspects are based onthe three theoretical approaches of behaviorism, cognitivism and humanismrespectively In the following, the three aspects of attitude concept i.e., behavioral,cognitive, and emotional aspects are briefly described.

 Influenced by Behavioral Aspect:

The behavioral aspect of attitude deals with the way one behaves and reacts inparticular situations In fact, the successful language learning enhances the learners

to identify themselves with the native speakers of that language and acquire oradopt various aspects of behaviors which characterize the members of the targetlanguage community Kara (2009) stated that, “Positive attitudes lead to the exhibition of positive behaviors toward courses of study, with participants absorbing themselves in courses and striving to learn more Such students are also observed to be more eager to solve problems, to acquire the information and skills useful for daily life and to engage themselves emotionally.”

 Influenced by Cognition Attitude :

This aspect of attitude involves the beliefs of the language learners about theknowledge that they receive and their understanding in the process of languagelearning The cognitive attitude can be classified into four steps of connecting theprevious knowledge and the new one, creating new knowledge, checking newknowledge, and applying the new knowledge in many situations.

 Influenced by Emotion :

Feng and Chen (2009) stated that, “Learning process is an emotional process.

It is affected by different emotional factors The teacher and his students engage in various emotional activities in it and varied fruits of emotions are yield.” Attitude

can help the learners to express whether they like or dislike the objects orsurrounding situations It is agreed that the inner feelings and emotions of FLlearners influence their perspectives and their attitudes towards the target language(Choy & Troudi, 2006)

2.5 Strategies of Motivations and Attitudes

2.5.1 Strategites of motivations :

Motivational strategies of English language learning are many; their main goal

is the help the learner to acquire the English language as well as to facilitate itsapplication in the field of study and work Those strategies can be summarized asfollows:

Stay Active: this means that our bodies adapt what we do and how we live.

If we don’t do any effort into life, our body stays static, but if we are active thenour body wants to achieve more activities

Hang Around with Motivated People: here you may have heard the

statement of “your income is the average of the 5 people you spend the most timewith” This brings up a powerful point which can be applied to nearly every aspect

of life

Have a Goal: sometimes it can be hard to do things that seem boring,

difficult, or complicated It is so easy to put them off until tomorrow instead ofdealing with them now One way to deal with this is to start creating your plan inlife and have a goal

Let Others Know Your Goal: we all want to appear smart, talented, and

clever in front of other people Nobody wants to show his failure Letting otherpeople know what your goal is, is really a way that you can use this basic human

principal to your advantage Read Motivational Quotes: one more thing you can

do is reading motivational quotes about life This act can inspire you and get youready to take action

Do the Hardest Thing First: sometimes we ignore some things simply

because we do not want to do the hardest thing in our life When we havesomething that we just don’t want to do all of these motivational strategies can goout the window

Make it Fun: no matter if you do something fun; after all if we enjoy what

we are doing it is a whole lot easier to keep doing it

Realize That We All Have Bumps in The Road: Everybody hits bumps in

the road The greater your goals are the bigger those bumps will be, but thesebumps do not have to defeat you In order to be successful you have to realize thatbumps in the road will not stop you from reaching your goals as long as you aremotivated enough to keep pushing forward and doing what you can to achievethose goals

Read Motivational Quotes: one more thing you can do is reading

motivational quotes about life This act can inspire you and get you ready to takeaction

2.5.2 Strategites of attitudes :

Attitudes are generally composed of three major models; these are cognitive,affective, and behavioural Cognitive refers to a person’s own beliefs and ideasabout something; affective represents our feelings or emotions toward something;while behavioural means the attendance to behave in certain ways towardssomething This paper also provides a particular overview on the key issuesconcerning the use of language learning strategies (LLS) in second and foreignlanguage (L2/FL) learning and teaching Weinstein and Mayer (1986) definelearning strategies (LS) broadly as "behaviours and thoughts that a learner engages

in during learning" which are "intended to influence the learner's encoding process".Later; Mayer (1988)refers to: "behaviours of a learner that are intended to influencehow the learner processes information".Many definitions and meanings are given tolanguage learning strategies (LLS) Tarone (1983) defined a learning strategy as:

"an attempt to develop linguistic and sociolinguistic competence in the targetlanguage to incorporate these into one's interlanguage competence" Rubin (1987)suggests that Learning strategies "are strategies which contribute to thedevelopment of the language system which the learner constructs and affectlearning directly" O'Malley and Chamot (1990) defined Learning Strategies as "thespecial thoughts or behaviours that individuals use to help them comprehend, learn,

or retain new information" Oxford dictionary (1990)views that language learningstrategies are the specific actions, behaviours, steps, or techniques that students(often intentionally) use to improve their progress in developing language skills

These strategies can facilitate the internalization, storage, retrieval, or use ofthe new language Strategies are tools for the self-directed involvement necessaryfor developing communicative ability At the same time, we should note that LLSare distinct from learning styles, which refer more broadly to a learner's "natural,habitual, and preferred way(s) of absorbing, processing, and retaining newinformation and skills" Reid (1995) LLS has therefore an important role inenhancing language learning and it help to develop language competence, asreflected in the learner's skills in listening, speaking, reading, or writing the L2 or

FL Cohen (1990) insists that only conscious strategies are LLS, and that there must

be a choice involved on the part of the learner Transfer of a strategy from onelanguage or language skill to another is a related goal of LLS, as Pearson (1988)and Skehan (1989) have discussed