EFL Learning Motivation



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احمد عبد الجليل حمزة الطائي
11/23/2011 1:29:42 PM

As motivation expresses the student s desires, willingness, and needs to participate in the learning process, it is principally considered as the key learner variable because without it nothing much happens. More specifically, motivation of learning a foreign language is unlike motivation to learn any other subjects as it is not merely a communication code , but it is a representative of a foreign culture as well. It follows that foreign language learners have and then develop, whether positively or negatively, desires, needs and attitudes towards that learnt language .It is , therefore; called the intrinsic motivation which is due to the learner s curiosity and self- confidence and through which the learner makes higher achievements. In addition, motivation of those learners can be promoted by implementing certain techniques aiming to change their motivation into positive direction like: novelty, attractiveness, making teaching materials relevant to the learner, and increasing the learner s self – confidence, so it is named the extrinsic motivation. Practically, Iraqi non-departmental undergraduates are EFL learners as they are taught English as a general course within their academic program. Accordingly, their EFL learning motivation is subject to question. Thus , the study aims at describing the intrinsic and extrinsic motivation of Iraqi non-departmental undergraduates to EFL learning. The study is limited to those undergraduates at college of education –University of Babil during the academic year(2005-2006).50 second class students from History department were randomly chosen as the sample of the study and a questionnaire form was distributed to the sample as the research instrument. Some of the research analysis results indicate: 1-A high percentage of responses was recorded as regarding learning English is for passing the exam in it. 2- A high recentage of the responses was recorded regarding the poor learning level of English in the pre-college program. 3- A high percentage of the responses was recorded regarding the respondents view of English learning as difficult. IV The study reached the following conclusions: 1-EFL learning motivation is mostly extrinsic for Iraqi non-departmental undergraduates. 2-Low or lack of willingness in EFL learning is due to the ambiguity of the objectives behind teaching English for non-departmental undergraduates and the incapability of these objectives to match their needs. 3-Some stereotyped techniques have their role to decrease the intrinsic EFL learning motivation, unlike the interactive techniques which create opportunities to promote it. The study recommends the following: 1-It recommends for syllabus designers who are responsible for EFL learning of non-departmental undergraduate program to state the objectives that define the students needs and interests. 2-It recommends using the interactive techniques as they highly increase EFL learning motivation.

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