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  • 1. Attitudes and Motivation inLearning English as SecondLanguage in High School StudentsPresenter: Yin-Jin LinInstructor: Dr. Pi-Ying HsuApril 22, 2013 1
  • 2. Ghazvini S. D., & Khajehpour M., (2011).Attitudes and motivation in learning English asSecond Language in high school students.Procedia Social and BehavioralSciences, 15, 1209-1213.Citation
  • 3. ContentsIntroductionLiterature ReviewMethodologyResultsConclusion & DiscussionReflection3
  • 4. IntroductionBackgroundMotivation has been widely accepted by bothteachers and researchers as one of the key factorsthat influence the rate and success of L2 learning.Attitudinal and motivational factors are deepwithin the student’s minds.4
  • 5. IntroductionBackgroundStudent’s cultural background often influencestheir attitudes toward L2 in particular and towardtheir motivation to learn it in general.The level of identification with bilingual ortrilingual identify is also influenced by thelearner’s attitude toward the learning situation.5
  • 6. IntroductionThe purpose of the studyThe study investigates Iranian high schoolstudent’s attitudes and motivations towardlearning English.6
  • 7. Research QuestionsIs there a significant difference between boys and girlsmotivation in learning English as a L2?IIIIs motivation orientation of second year high schoolstudents more integrated or more instrumental?IIIIs attitude of second year high school students towardlearning English positive or negative?IVIs there a significant difference between boys and girlsattitude in learning English as a L2?7
  • 8. Literature ReviewResearcher distinguished between two major typesof bilingualism: “additive” and “subtractive”.(Lambert, 1990)8
  • 9. Literature ReviewThe learners feel that they areadding something new tolearning a newlanguage, without takinganything away from what theyare already know.They feel that learning a newlanguage threatens what theyalready gain for themselves.Additive bilingualism Subtractive bilingualismSuccessful L2 learning takes place in additivesituation.9
  • 10. Literature ReviewThey distinguished between two major kinds of motivationthat could be related to L2 learning: integrative andinstrumental.(Gardner & Lambert, 1972)RQ 1: Whether there is a significant difference betweenboys and girls motivation in learning English as a L2?(instrumental, integrative and motivation)10
  • 11. Literature ReviewIntegrative motivation reflects the learner’s willingnessor desire to be like a representative member of theother language community.(Gardner & Lambert, 1972)11
  • 12. Literature ReviewInstrumental motivation is characterized by a desire togain social recognition or economic advantages throughknowing an L2.(Gardner & Lambert, 1972)12
  • 13. Methodology60 males63 femalesTotal: 123 studentstwohigh schools13
  • 14. MethodologyAttitude &motivationGardner AMTB 6-point Likert-scaleStronglyagree tostronglydisagee5-point scaleQuestionnaire:mother tongue※AMTB=Attitude/Motivation Test Battery14
  • 15. MethodologyIntegrativeOrientationFour items on the scale15
  • 16. Research QuestionsIs there a significant difference betweenboys and girls motivation in learning Englishas a L2?Is there a significant difference betweenboys and girls attitude in learning English asa L2?1.2.16
  • 17. Results※ INS=Instrumental※ INT=Integrative17
  • 18. ResultsNo significant differencebetween two types ofmotivation.RQ3. Is motivation orientation of second year high schoolstudents more integrated or more instrumental?18
  • 19. ResultsIt can say 99% confidence high schoolstudents have positive attitude towardlearning English as L2.RQ4. Is attitude of second year high school studentstoward learning English positive or negative?19
  • 20. Conclusion & DiscussionThe results of the study reveal that the girl are moreinclined to bilingualism than boys.1There’s no significant difference among girls and boysin negative attitude.21Male students are more instrumental motivated.Female students are more integrative motivated.320
  • 21. Conclusion & DiscussionResults show significant differences between thesubject’s response to each of instrumental andintegrative types of motivation and to both together.4Female students have more positive attitude tolearning English as foreign language than malestudents in general.5121
  • 22. In my future study, there are somecorrelation with the study :1. variables are attitude, motivation andstudent’s perspective.2. The questionnaire will also useGardener’s AMTB.3. I will interview with some participants andteachers.Reflection22
  • 23. Thank you forlistening

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