The Motivation Towards Learning English

The demand Towards Learning incline position linguistic process is a request school subject in the Malaysian schools. Students experience 11 years of schooling prior to entering the f number educational institutions. Students in bitary schools spend five 40 minutes face periods per week. Regardless of the shift from the conventional teaching methods to communicative linguistic process teaching, ab fall out side of meat speech communication classrooms continue to be sites to commit textbooks to repositing kind of than practice communication and side is still to be enured as a school subject that ask to be know and tested quite a than a overlyl for communication. Students in Malaysia tramp non get a phase from the institutions of higher education with prohibited passing the Malaysian University face testing (MUET). So, triumph in acquirement incline expertness determine unrivalleds growth mobility and prospect.It is significant in mentioning that wishless of the great labors and pains universe order forth in Malaysian junior-grade schools to educate English, genius can bargonly encounter fluent and confident school graduates. Disadvantage in listening and speaking skills ar obviously government noned since instructors ar need to teach students in an approach which is directed to achieve the requirements of the exams (extensive vocabulary and well-formed rules). For the reason that the General Secondary Exam is not directed in the direction of the speaking and listening skills of students, the teachers of English discover themselves dispassionate in preparing their students for things which will never be tested in exams. Regrettably, loads of students in Malaysian minute of arcary schools consecrate an aversion to larn English and at that placefrom they be present at the English training to pass the compulsive exams. Consequently, from my concise experience in the teaching turf, I found out that the majority of stude nts experience passive and inert attitudes in the direction of learnedness English beca apply of the prior experiences, that English is tough to become skilled at and it is observed that students in the present school dodgings atomic number 18 feeling insoluble and vulnerable because they neglect the skills needed to facilitate them build up motivating.The name demand appears to be simple, straightforward and easy nevertheless its so manifold to describe. It seems to take a crap been impracticable for theorists to reach agreement on a especial(a) definition. Martin Covington (19981) states that pauperization, equal the arbitrariness of gravity, is easier to express in terms of its superficial, observable do than it is to define. Certainly, this has not stopped people from sweating it. A a vitiated number of definitions were found for the duration of the research process. According to the Macmillans dictionary (1979), to make a motion means to provide with a motiv e move to lather or action. Gardner (1985) said that need is associate to four aspects, which are the goal, effort, desire to take a crap the goal, and a favorable attitude toward the activity.Motivation is defined as the whim and force to generate and of importtain intentions and objective seeking acts (Ames Ames, 1989). Oxford and Shearin (1994) defined motive as a craving to achieve a goal stupefy with the energy to work toward that goal. Keller (1983) states that penury is the degree of the choices people make and the degree of effort they will put forth.Moreover, when we comprehend or take notice of the word pauperism, many words and expressions are triggered in our minds, words alike(p) aim, ambitiousness, need, effort, purpose, vigor, perseverance, accomplish, encourage, and reward. Indeed, pauperizational issues consume a great take time off of our daily life. When we have a discussion about likes and dislikes, interests, or wishes we are in incident conce rning ourselves with the most important motivatingal determinants of human. When we grumble and whine about stretched usanceal hours, deprived salaries, rough colleagues, or instead when we are pleased by the extension of our achievements, promotions and munificent incentives, we are addressing issues at the core of the wantal psychology.1.1 priming coat of the ProblemKanfer (199812) explains that motivation is psychological mechanisms governing the direction, intensity, and persistence of actions not cod solely to several(prenominal) differences in ability or to overwhelming environmental demands that coerce or force action. In short, the concept of motivation is real a great deal part of our e preciseday personal and professional life and fewer would ignore its importance in human affairs in general. Dornyei (20011).In fact nurture and teaching English as a plump for/ opposed oral communication is no exemption or exclusion in this aspect. When we think of how to per suade and give confidence to slow learners to work harder, how to pose an attractive and eye-catching acquire ambiance or how to recompense the hard-working students we merchandise with motivation without a doubt.Since motivation is one of the most celebrated factors in manner of speaking eruditeness, it is not easy for the low motivated students to learn English as a external phrase. Dornyei (1994) obviously explains that motivation is one of the main determinants of second/ conflicting phraseology learn. Amusingly, motivation is perceived by Dornyei (2001) as recurring, going up and d induce, impact lyric accomplishment and being abnormal by it. He in any case claimed that a demotivated person is someone who initially has had motivation to accomplish an objective or to involve in an activity and has lost the motivation to do so because of unenthusiastic external factors which related to the surroundings in which accomplishment takes place for instance the classroom and school. Nikolov (1999, in Dornyei, 2001) found that the most essential demotivating factors for all the age groups were related to the nurture situations such as materials, the teacher or teaching proficiencys and he added come on that these factors had great consequence on language achievement and accomplishment.Therefore, infrastanding the students aspiration and motivation for schooling English in addition to the demotivating factors assist the teachers, educational policy makers and course planners to discover the students proficiency.1.2 Problem StatementMotivational factors have an raise on students proficiency and advancement in accomplishment English. many studies (Krusdenier, 1985, Dornyei, 1994) have established that government notes of proficiency in the second/foreign language are related to motivational distinctiveness of students. In this respect, Corria (1999) claims that a full moon looking of students motivation is necessary to make the most of the E nglish language gists and positive outcomes. To put emphasis on the significance of discovering the students needs, he cites an dis gather case of students at the school of nursing in Holguin who rejected reading English because they did not find any relation surrounded by English and their own livelihood and eruditeness some unrelated, irrelevant and distasteful material that wouldnt satiate their needs.Purpose of the StudyThe research is designed based on one purpose which isto investigate the motivational factors in knowledge English among demoralize secondary school students1.4 Research QuestionsThe side by side(p) research pick upion is considered in the canvasAre the students motivated compositionally or instrumentally in instruction English?1.5 Significance of the StudyRealizing and comprehending the essential responsibility of motivation in learning English, in addition to the aspiration of school administrations and teachers to discern what falls the students motivation towards learning English and the lack of studies about motivation in Malaysian secondary schools forced me to bear this retrospect. Consequently, the main objective of this study is to distinguish the factors touching Malaysian students motivation in the direction of learning English as a foreign language. It withal directiones at exploring the students combinative and instrumental motivation for learning English.The study will first and foremost give training on motivation toward learning Second terminology through publications review in two significant and pertinent areas integrative (positive attitudes toward the tush language group and a enthusiasm to assimilate into the order language fellowship) and instrumental (practical reasons for learning a language, such as to achieve kindly recognition or to get a discontinue job) motivation and factors influencing the motivation of L2 learners.1.6 Limitations of the StudyThe study is being conducted at one school , which whitethorn learn the generalizability of the findings. The results of the study may again be limited in generalizability to a larger population because a convenience sample was being used, and because stochastic assignment is not employed in the research design.Chapter 2lit ReviewTo improve the understanding of students motivation in learning English as a foreign language it is useful to analyze and focus the literature in two relevant areas Integrative and Instrumental motivation, and also the factors ingraining the students motivation as they are major determinants for language acquisition and achievement.2.1 Sources of MotivationWithout knowing where the grow of motivation lie, how can teachers water those roots? Oxford Shearin (1994 15). Fisher, (1990) points to three major sources of motivation in learning, which is the learners natural interest (intrinsic satisfaction), the teacher/employment and etcetera (extrinsic reward), and success in the task (combining sat isfaction and reward). immanent motivation is mainly about acts or behavior performed to experience amusement or fulfilling ones inquisitiveness, objet dart, extrinsic motivation relates to the behavior and actions to obtain a petty extrinsic reward (e.g. -good grades, employment) or to avoid punishment and it can track down as a temporary source of motivation for a demotivated learner. Ryan fall (2000) reveals that intrinsic motivation is the most vital kind and it is defined as the yearning to engage in an activity for its innate satisfaction rather than for some divisible consequences. To encourage intrinsic motivation, many characteristics as challenge, control, inquisitiveness and desire should be vacant to reflect the learners enthusiasm to learn (Lepper Hodell, 1989). pocket-sized (1997) stated that intrinsically motivated learners habitually demonstrate intellectual curiosity, bet learning as enjoyable and keep on in quest of knowledge even after the established cla sses and this is the major goal of education. The lack of intrinsic motivation among the learners not only discourages them, except it also upsets the teachers who are the keystone of the educational practice. Luce (20021) explained that over the years I have watched them (teachers) collapse, move hard into vinyl seats of the faculty bun, heard them grunt the oh. hell and damn that come from the experience of working with students who wouldnt learn. I have listened to the sighs of thwarting and then the discussion of the fact that students are largely unmotivated, unwilling slugs fetching up my time and dress hat performances.Littlejohn (2001) think that not many students have a sense of intrinsic satisfaction. Some teachers strive to affect positively the pupils sense of intrinsic satisfaction by means of games or puzzles. This has transitory impact. So, natural interest of the learners is undependable to produce constant motivation in language learning. Vroom (1995) origina ted the Expectancy theory in which motivation is close to certainly to take place when learning is significant to the learner (valence), the attack to learn will be practical and useful to the learner (instrumentality) and the learners effort and hard work will be rewarded by the learners expected result (expectancy).Realizing these facts, many teachers choose to prefer the extrinsic reward and the extrinsic punishment. In the classrooms, teachers may reward good students with good marks or flatter words or penalize other students with low marks. Therefore, the reward system it egotism can be exasperating and demotivating for the weaker students. The third source of motivation is the most important and authoritative one. For the weak and failing students, we, as teachers have to develop their sense of success and a feeling that they can do something, rather than a feeling that they cant. (Littlejohn, 20014)2.1 Motivation and Attitudes in Second phrase learningNumerous theorists and researchers have discovered that it is vital to take a view at the construct of motivation not as a individual entity but as a multi-factorial one.In relation to the learner attitudes toward the signal language, it was indicated by Gardners results (1959, 1983, 1985) that Second phrase learners with positive attitudes towards the speakers and culture were more roaring in learning the language than those who had negative attitudes. Gardner (1983) argued that, because language is the fundamental part of culture, the learning of a second language is dependent upon the learners eagerness to bang with the culture of the stub language and to fit in aspects of the target- language culture, including linguistic repertoire into his or her own behavior.In addition, Fasold (1984) stressed the function of learners attitudes in language growth or perish and he stated that the notion of language attitudes not only includes attitudes towards speakers of a particular language, but it as well includes all kinds of behavior relating to language to be treated.Captivatingly, achievement in learning Second wrangle for the most part depends on the societal relation among the First and Second Language communities. Wong-Fillmore (1991) suggested that accomplishment in learning a second language is dependent on the presence of the following conditions (a) motivated students who realize they need to learn the target language, (b) target-language speakers who support the second- language learners, and (c) frequent social contad mingled with target-language speakers and learners.Regarding the outcome of learning a foreign language ones own culture, Kramsch (1995) writes about how language plays an imperative function not only in the 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 elses linguistic code in somebody elses cultural context. Educating members of one lodge how to talk and how to behave in the context of another community potentially changes the social and cultural equation of both communities, by ingeniously diversifying mainstream cultures.The intensity of the relationship between students own cultural basis and 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 bilinear and subtractive. In additive bilingualism, the Second Language learners believe that by learning a new language, something new to their knowledge and experience is added without taking anything away(p) from what they already know. But, in subtractive case, the learners feel that learning Second Language threatens what they already achieve for themselves. So, it can be said that additive plenty lead to triple-crown Second Language learning and integrativeness.Obeidat (2005) conducted a study to inspect Malaysian students attitudes who were studying in Jordan Universities, toward learning Arabic as a foreign language. He concluded that the students were integratively motivated and their integrative orientations could be credited to the shared belief in Islam which made them prone to plump their scope and construct up their character in the course of learning Arabic.Besides, attitudes of the foreign language learners may be affected by the arrest that participation with the target language group may effect in estrangement from ones own group. For example, opinions that English is in rivalry with Arabic, may have a negative affect on attainment of English in the Arab World. Pennycook (1994204-10) stated that that whether or not tension exists between Western and Muslim knowledge , there is a strong feeling that English is associate to forms of cultu re that threaten an Islamic way of life. Consequently, an analysis into learners attitudes is a technique by which language teachers, education planners, syllabus designers and researchers can boost better insight into the language teaching and learning process.2.2 Integrative and Instrumental MotivationMotivation and needs are powerfully related. On one hand, motivation is perceived as the realization of needs, and on the other, human needs function as drives or incentives which shift one to a particular action. The best well-known theory of human needs is Maslows (1970) hierarchy of need. Maslow put unneurotic a fivefold hierarchy of human needs which begins with biological needs and advance upward to psychological ones physiological needs, as well as the need for food and water the need for safety social needs, as well as belongingness and love esteem needs, e.g. the feelings of self-respect and positive acknowledgment from others and self-actualization, which means the need for a sense of self-fulfillment.In relation to the foreign or second language learning, the need for safety indicates that the Second Language learner needs to be protected that learning the target language and culture doesnt affect negatively his/her own culture or language. Furthermore, openness in general and learning languages in particular needs a secure and an unstressful atmosphere to facilitate language acquisition. Admiration and social needs also indicate that the learner needs to be a better person who is capable to communicate and assimilate with others by learning their language. disappointment to suit students needs is prone to hamper their risk-taking and motivation. Psychologically self-doubting Second Language learners can be awfully anxious (Macintyre Gardner, 1991) and if this happens, Second Language learners turn back in their needs, motivation, and achievement in the classroom.Motivation for learning a second/foreign language is defined as the learners point of reference with calculate to the objective of learning a second language. (Crookes Schmidt 1991). To investigate and realize the effect of motivation on second language acquisition, the two basic types of motivation (integrative and instrumental) should be identified. Integrative motivation is characterized by the learners optimistic and positive attitudes towards the target language society and the aspiration to join together into the target language society. Instrumental motivation contains the purpose of gaining some social or sparing incentive through Second Language achievement, consequently, referring to a more useful reason for language learning (Gardner Lambert, 1972).To evaluate a variety of individual differences variables based on socio-educational exemplification, Gardner developed the Attitude and Motivation Test barrage fire (AMTB) which consists of these five categories integrativeness, instrumental motivation, motivation, anxiety and attitudes toward learning situations. Gardners model has been used in many motivational studies (e.g. Tremblay Gardner, 1995, Masgoret, 2001).It is acceptable to say that Gardners model place too much stress on the integrativeness and the responsibility of learners attitudes towards L2 group in learning the second language. Regardless of the fact that both kinds of motivation are crucial fundamentals of success in learning the second/foreign language, much debate and disagreement among researchers and educators have been happening about which kind of motivation is more important for the second language learners. Lambert (1974) perceived integrative motivation as being of more importance in formal leaning environment than the instrumental one and it was a more potent forecaster of linguistic accomplishment.Falk (1978) agreed with Lamberts allegation by pointing out that students who are most thriving when learning a target language are those who fond of the people that speak the language, have a high regar d for their culture and have a longing to become familiar with the society in which the language is used. On the other hand, Lukmani (1972) found that an instrumental motivation was further significant than an integrative one among the non-Westernized Students of Second Language (English) in Bombay, India. Dornyei (1990) opposed Gardner by claiming that instrumental motivation and the learners need for accomplishment are more essential than the integrative motivation. Brown (2000) stated that second language learners hardly ever select one form of motivation when learning a second language, but rather a mixture of them and he cites the example of the international students in the United States.However, in response to calls for the death penalty of a wider image of motivation, Tremblay Gardner (1995) included other motivational variables into the socio- educational model and they acknowledged that other factors as instrumental orientation, attitudes toward the teacher and the cours e, learning strategies and self confidence might contribute to motivation.In relation to the Malaysian circumstances, second language learners might conserve their identity by instinctively selecting to be motivated instrumentally. Desire related to integrative motivation might affect their Malaysian identity and the dread of identifying with English (Western) culture and values may be related to the colony or to the latest American candidature against some countries in the area. In sense of review of the literature open in the area of students motivation for learning foreign languages, loads of studies try hard to investigate the learners integrative and instrumental motivation. Oller et al (1997) studied ameliorate Chinese speaking ESL students and he realizes that those who perceive Americans as helpful, sincere and hearty perform better in a cloze test of English as a second language. Man-Fat (2004) have the same opinion with Oller when he explored the motivation of English language learners in Hong Kong (grade10) and his study reported the noteworthy association between integrative motivation and language proficiency.Conversely, instrumental motivation was found more important in some situations particularly where there appears to be modest amount of desire to assimilate. Fu Lee (1980) found out that Chinese students in Hong Kong were instrumentally motivated and Second Language linguistic achievements correlative more with instrumental motivation. Dornyeis study (1996) of Hungarian secondary school learners of English exposed that instrumental motivation is a innermost element of motivation where comparatively down-to-earth benefits are actually reachable for the learners. He also claimed that foreign language learning in a classroom doesnt involve attitudes towards the Second Language community because learners have little or no contact with members of Second Language group.In drawing, as it is understood from the above discussion, the researcher s and educators havent resolute on what the most important kind of motivation a second/foreign language learner should have. The 1970s studies (Gardner, 1972, 1979, Lambert, 1974) have supplyn that integrative motivation is more important for success in Second Language acquisition and instrumental motivation did not seem to relate to successful language learning. However, the following studies (Gardner McIntyre, 1991, Dornyei 1994, Oxford, 1994) discovered that integrative motivation may not be the strongest forecaster for language learning and the issue of motivation may not be as straightforward as integrative-instrumental dichotomy. They recommended that other mechanism such as aspiration for knowledge need for accomplishment, intellectual transport and personal challenge can also play important roles n second language learning.2.3 Factors Demotivating Foreign Language LearningThe similarities of concern between most foreign language classrooms where the language in question is a compulsory school subject, is the problem of demotivation. Nevertheless, the disadvantage of English language learners in general has been attributed to an assortment of factors such as teaching methodology, lack of the target language environment and the learners demotivation (Mukkatash, 1983, Zughoti,1987). For that reason, it is vital for the teachers at least to be aware of the possible factors that may be disturbing their students motivation. With those factors in mind, they may be able to build up strategies to help unravel the problems that take place relating to students motivation and aspiration to learn English as a foreign language.A great deal of research has been conducted on language learning motivation but a lesser amount of research is being through with(p) on the demotivating factors in learning the second language and a few studies have addressed them. Dornyei Otto (1998) dont distinguish motivation or demotivation as a stationary occurrence. In contrast, the y are considered as dynamic, increasing and declining, affecting language accomplishment and being affected by the neighboring learning environment. The demotivated learner is defined by Dornyei as the one who is originally motivated and lost his/her motivation because of negative outer factors. Some studies have shown relatedness between demotivation and the learning environment such as classroom environment, teaching methods and curriculum (Gardner, 1985, Skehan, 1991, Sivan, 1986).Gorham Christophel (1992) examined the factors that students identify as motivators/demotivators in college classes in West Virginia University. The study compared students perceptual experience of the demotivating and motivating factors. As to demotivating factors, the factors related to teachers behavior were the most common, 43%, those under limited control of the teacher were second in occurrence (e.g. opinion and choice of text books), 36%, and only 21% related to contextual factors over which th e teacher has little control. In terms of the info as a whole, the teacher behavior contributed in the same way to both motivation and demotivation. However, the researchers concluded that motivation is seeming as a student-owned state, while lack of motivation is perceived as a teacher-owned problem.Chambers (1993) (in Dornyei, 2001) explored demotivation in language learning in four schools n the UK. The study was done on the school students and their teachers. Students placed most responsibility on teachers and learning materials. The teachers claimed that the students motivation caused by psychological, social and attitudinal reasons.Generally, most studies conducted in the ground of motivation and demotivation as its backside found out that the personality of the teacher, teaching methods, learning context in addition to the learners attitude toward Second Language could play a fundamental role in the students motivation or demotivation on the road to learning languages.Chapte r 3Research DesignIntroductionThis survey is a quantitative type of research which involves the use of questionnaire. Quantitative studies emphasise the measurement and analysis of causal relationships between variables, not processes. In a quantitative research, questionnaires, and computers are used as data collection methods. The data collected is numerical and statistical. The general objective of the researcher is to observe but does not actively participate. Research design is also structured and well-tested.3.1 ParticipantsParticipants consisted of 30 Form 2 students in Sekolah Menengah Kebangsaan Pekula Jaya located in Tikam Batu, Kedah. The socioeconomic stead of the school and the area that the school served was largely middle class, and students were primarily Malays. The instruments were administered in the classroom during two periods of English lesson. During the session, students were asked to fat the questionnaire. Directions and individual items were read obstrep erously by the administrator.3.2 InstrumentsFor the purpose of obtaining data on what negatively affects their English learning motivation, I conducted this study by using a questionnaire (see appendix). The questionnaire was adapted from Gardners (1985) AMTB to measure the students integrative/instrumental motivation in learning English. This part of the questionnaire contains 8 items reflecting the integrative/instrumental motivation and a five- point Likert Scale which ranged from strongly disagree to strongly agrees was being used in this survey.The integrative motivation shield includes four types of items to investigate how well the learners learn English with an authentic enthusiasm to absorb with the target language, culture, community, their manner of life and literature this would show their Integrativeness in the direction of the target language. However the instrumental motivation scale includes four items aiming at measuring the respondents functional reasons for stud ying English.3.3 ProceduresAt the very beginning of the study, permission was gained from the principal of the targeted schools who showed a willingness to collaborate in this study. To vouch a positive participation, the subjects were informed that their answers would be confidential and they were not required to write or give their names at any breaker point of the study. The questionnaire was administered by the researcher and 40 students participated in completing the questionnaire during their English class.The students were advised that the main objective of the researcher was to find out why they like to study English and what makes them sometimes dislike the English classes. Moreover, the students were told that their answers and opinions would not affect their grades or their teachers impression and their participation in the survey would help teachers to understand their desires and problems. Students were encouraged to ask questions at any time during the process.The s urvey was administered to the students in a classroom environment. Prior to the survey, the participants were assured of anonymity and confidentiality. Then, they were a brief explanation to facilitate the administration, and were asked to respond to the questionnaire items as spontaneously as possible. The students were asked to moderate the answer wherever seemed necessary. The participants took approximately 30 to 40 minutes to complete the questionnaire, although there was no time limit. Upon completion of the administration, the participants were offered some refreshments for their participation