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‘’MOTIVATION FACTORS THAT FOSTER SECOND LANGUAGE LEARNING ON

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Veronica Gomez

on 11 June 2015

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Transcript of ‘’MOTIVATION FACTORS THAT FOSTER SECOND LANGUAGE LEARNING ON

‘’MOTIVATION FACTORS THAT FOSTER SECOND LANGUAGE LEARNING ON FRESHMAN STUDENTS ATTENDING THE BACHELOR’S DEGREE IN ENGLISH AT UNIVERSIDAD DE ORIENTE, SAN MIGUEL”.
INTRODUCTION

The chapter two describes the theoretical framework in which the theory that covers up the definition and the factors of the two motivations.

In chapter one, it will first establish the statement of the problem, as well as the objectives of this research study. The hypotheses are also stated and the rationale in which the purpose and benefits of doing this research are claimed.
This report will first describe the meaning of the two types of motivation that exists, as well as some of its factors. Above all, one of the main reasons to effectuate this study is to determine what kind of motivation is more likely to foster second language learning on freshman students attending the bachelor’s degree in English at Universidad de Oriente, San Miguel.



- To assess the level of motivation that are more present on students in the second language.

- To contrast the level of motivation between the integrative and instrumental motivation on students.


OBJECTIVES
OVERALL OBJECTIVE:

SPECIFIC OBJECTIVES:
To determine the level of motivation toward learning English as a second language on freshman student an attending bachelor’s degree in English at Universidad de Oriente
(Zolt´n Dörnyei ) points out that Although 'motivation' is a term frequently used in both educational and research contexts, it is rather surprising how little agreement there is in the literature with regard to the exact meaning of this concept. Researchers seem to agree that motivation is responsible for determining human behavior by energizing it and giving it direction, but the great variety of accounts put forward in the literature of how this happens may surprise even the seasoned researcher.
Motivation has been widely accepted by both teachers and researchers as one of the key factors that influence the rate and success of second/foreign language (L2) learning. Motivation provides the students with the primary impetus to initiate learning the second language.

What is motivation?
DEFINITIONS AND SOME FACTORS OF THE TYPES OF MOTIVATION
Integrative motivation: Some learners have a personal affinity for the people who speak a particular language. This is the second type of language learning motivation described by Gardner and Lambert and is called integrative motivation.
Learners who are integrative motivated want to learn the language because they want to get to know the people who speak that language. They are also interested in the culture associated with that language.

Factors:
-Integrative motivated learners have significant others such as a boyfriend, girlfriend or a family member who speaks the language.
-Putting effort to achieving the goals.
-Having distal or immediate aspirations.
-Being persistent and attentive to the English activities performed in and out the classroom.
-Being interested in the culture of the English language and being part of it.


Instrumental Motivation: it is generally indicated by the aspiration to get practical benefits from the study of a second language.
* Instrumental motivation underlies the goal to gain some social or economic reward through L2 achievement. (Norris-Holt)

Factors:
-Not being interested in interacting socially with new target language community members.
-A reason for learning a second language can be for getting a high-ranking job with a good salary.
-Getting into college or any another professional career.
-Because of the ability of reading academic materials.
-The opportunity in achieving professional future.


1- For purpose of acquiring the ability to read academic materials.


2- Being interested in achieving professional future.
3- Not being interested in interacting socially with the new target language community members.


CONCLUSIONS AND RECOMMENDATIONS
5.1 Conclusions
After analyzing and verifying all the information obtained through the research study the following conclusions were drawn:

 The present study explored the university students’ attitudes towards English, interest in foreign languages, and their perceptions of social norms in second language learning, and the relationships among these measured variables and their motivation towards learning English.

 The determination of motivation factors helped to improve the level of motivation towards learning English as a second language on freshman students attending bachelor’s degree in English at Universidad de Oriente, San Miguel.


 The factors of both of the motivation fostered student’s motivation toward learning a second language on students attending bachelor’s degree in English at Universidad de Oriente,San Miguel.

 Analyses of the data revealed that more than half of the participants held moderately or strongly positive attitudes towards English were moderately or even strongly interested in foreign language.
5.2 RECOMMENDATIONS

There should be English course to improve student motivation Career of English
And the teachers make more activities to achieve better motivation.



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