Research

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Research

  1. 1. MOTIVATIONAL AND DEMOTIVATIONAL FACTORS AFFECTING THE ENGLISH LEARNING SKILLS OF COLLEGE of ARTS and SCIENCES STUDENTS SY 2011-2012 2nd Sem
  2. 2. Background of the Study <ul><li>Importance of English proficiency skills globally </li></ul><ul><li>Dwindling number of Filipinos who have the mastery the language </li></ul><ul><li>Motivational and demotivational factors that affect the CAS students when learning the English language </li></ul>
  3. 3. Theoretical Framework <ul><li>Motivation </li></ul><ul><li>“the extent to which the individual works or strives to learn the language because of a desire to do so and the satisfaction experienced in this activity” </li></ul><ul><li>- Gardner </li></ul>
  4. 4. Integrative vs. Instrumental Motivation <ul><li>Maslow’s Hierarchy of Needs </li></ul>
  5. 5. Integrative Motivation <ul><li>characterized by the learners’ positive attitudes towards the target language group </li></ul><ul><li>the desire to integrate into the target language community </li></ul><ul><li>Ex. To appreciate the arts and literature of Western countries </li></ul>
  6. 6. Instrumental Motivation <ul><li>underlies the goal to gain some social or economic reward through L2 achievement, thus, referring to a more functional reason for language learning </li></ul><ul><li>Ex. Getting a good job through excellent use of the English language </li></ul>
  7. 7. Gardner’s Socio-educational Model
  8. 8. Demotivated Learner <ul><li>- one who is originally motivated and lost his/her motivation because of negative external factors </li></ul>
  9. 9. Demotivational Factors <ul><li>Teaching methodology </li></ul><ul><li>Classroom Environment </li></ul><ul><li>Curriculum, Textbooks, Assessment </li></ul>
  10. 10. Gorham & Christophel’s study in West Virginia University <ul><li>Teaching methodology/behavior – 43% </li></ul><ul><li>CTA – 36% </li></ul><ul><li>Classroom Environment – 21% </li></ul>
  11. 11. Paradigm of The Study <ul><li>Motivational Factors </li></ul><ul><li>Utilitarian (Instrumental): </li></ul><ul><ul><li>English as a tool in communication to interact with people and job-related purposes </li></ul></ul><ul><li>Integrative </li></ul><ul><ul><li>English language as a tool to appreciate the arts and literature of Western countries </li></ul></ul><ul><li>Demotivational Factors </li></ul><ul><ul><li>Teaching Methodology </li></ul></ul><ul><li>Textbook </li></ul><ul><li>Language Anxiety </li></ul><ul><li>Sociological Factors </li></ul><ul><li>English Proficiency Skills of the College of Arts and Sciences Students </li></ul><ul><li>Poor English Proficiency Skills </li></ul><ul><li>Average English Proficiency Skills </li></ul><ul><li>Very Good English Proficiency Skills </li></ul>Independent Variable Dependent Variable
  12. 12. Statement and Hypotheses of the Problems <ul><li>What are the College of Arts and Sciences students’ goals for learning English? </li></ul><ul><li>The students like to learn English for utilitarian (instrumental) orientations. </li></ul>
  13. 13. <ul><li>What causes College of Arts and Sciences students’ demotivation for learning English? </li></ul><ul><li>The demotivating factors related to the teacher are the most dominant. </li></ul>

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