Principles of Language Learning and Teaching

This paper outlines the results of a survey which was carried out, to identify PetroleumEngineering students’ motivation and attitudes towards learning the English language.The study investigated students’ motivation in terms of three motivational constructs:instrumental motivation, integrative motivation and personal motivation based onGardner’s (1985) and Cooper and Fishman’s (1977) works. Learners’ attitudes, on theother hand, regarding 1) the use of English in the Yemeni social context, 2) the use ofEnglish in the Yemeni educational context, 3) the English language and 4) the culture ofthe English speaking world were identified. The study sample consisted of 81 petroleumengineering students at Hadhramout University of Sciences and Technology (HUST). Aquestionnaire and interviews were used for data collection. For the students’ motivation,the findings showed the subjects’ greater support of instrumental reasons for learning theEnglish language including utilitarian and academic reasons. Personal reasons were alsoregarded as important motives by the students. However, regarding the integrativereasons, the results provided evidence that learning English as a part of the culture of itspeople had the least impact in students’ English language motivation. On the other hand,data for the students’ attitudes revealed that most of students had positive attitudestowards the social value and educational status of English. In addition, the findingsshowed the students’ positive orientation toward the English language. Interestinglyenough, the results indicated that a high number of the students showed their interest inthe culture of the English speaking world as represented by English-language films.Finally, some pedagogical implications that would help tap the students’ motivation andattitudes were presented.

/pdf/motivation-and-attitudes-towards-learning-english-a-study-of-13qda0r632.pdf

Motivation And Attitudes Towards Learning English: A Study Of Petroleum Engineering Undergraduates At Hadhramout University Of Sciences And Technology

特別寄稿 Integrative Motivation and Second Language Learning: Practical Issues

Motivation is an important factor that is instrumental in successfully carrying out any activity and its significance is highlighted widely by a growing mass of motivational studies conducted in the field of second as well as foreign language learning contexts. This study is an attempt to investigate the common factors that are perceived as demotivating by Saudi university undergraduates represented by the cohort of this study. The sample of this study responded to a 23-item self-structured questionnaire to record their demotivational factors towards learning English as a foreign language. The data generated were scientifically analyzed in terms of descriptive analysis and independent-samples t-test was run to indentify whether or not any significant differences exist in the responses of English-major and non English-major learners. The results reported that Saudi university undergraduates felt demotivated because of the factors which include textbooks; English faculty behaviors; peer pressure; teaching methods; insufficient use of modern teaching aids, difficult English vocabulary and grammar etc. It is suggested that teachers should use English language in classes, speak slowly to ensure understanding, avoid using Arabic, avoid losing their temper during classes, ensure that interactive activities are frequently exploited and use modern teaching facilities as much as possible to maximize the involvement of the learners in classroom proceedings for better learning. Furthermore, it is also exhorted that the English departments should rationalize English syllabus and select English textbooks after proper deliberation to cater to the learners’ interest and proficiency in the target language.

https://eujournal.org/index.php/esj/article/download/2035/1947

English as a foreign language learning demotivational factors as perceived by saudi undergraduates

As a teacher of English as a foreign or second language, have you ever wished you knew more about your students' mother-tongues? Learner English is a practical reference book which compares the relevant features of the students' own languages with English, helping teachers to predict and understand the problems their students have. The nineteen chapters, each of which covers one language background, are written by specialists with experience in teaching students from the areas concerned. The chapters describe and explain the most important typical pronunciation, grammar, vocabulary and other mistakes of learners who speak Dutch/Flemish, Scandinavian languages (except Finnish), German, French, Italian, Spanish, Catalan, Portuguese, Greek, Russian, Farsi, Arabic, Turkish, Indian languages, West African languages, Swahili, Japanese, Chinese, Vietnamese and Thai. The book is accompanied by a cassette with authentic examples of the various accents described in the book.

http://library.um.ac.id/free-contents/downloadpdf.php/buku/learner-english-a-teachers-guide-to-interference-and-other-problems-michael-swan-bernard-smith-35801.pdf

Learner English: a teacher's guide to interference and other problems / Michael Swan, Bernard Smith

Everybody needs to have motivation and a reason for action. Second and foreign language learners should be offered the opportunity to be motivated and fulfill their learning orientations. The purpose of this study is to examine the students' integrative and instrumental motivation for learning English in the UAE state secondary schools. Additionally, the study aims to recognize the factors affecting the students' motivation. 0ne hundred students participated in completing a questionnaire reflecting their orientations for learning English and what affects negatively their English learning motivation. Follow up interviews with 20 students, 10 Arab English teachers as well as 3 supervisors were conducted to deepen understanding and interpretation of the results. As expected, the data revealed that the UAE students have a higher degree of instrumentality than integrativeness. Contrary to the findings of other related studies, difficulties with the subject (English) aspects such as vocabulary, structures and spelling were found to be in the first place in terms of demotivating factors. Based on the findings, recommendations and some implications which are of significance to educators and policymakers as well as to researchers are provided. At last, it is hoped that the results of this study could be of much benefit for developing teaching and learning English in the UAE schools.

Motivation among Learners of English in the Secondary Schools in the Eastern Coast of the UAE

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Motivation among Learners of English in the Secondary Schools in the Eastern Coast of the UAE