DICHOTOMY OF INTRINSIC MOTIVATION IN OMANI ESL CLASSROOM

Marlon P. Manuel, Rodelyn M. Manuel

Abstract


Getting something done is always about motivation. Generally, teaching English language to non native speakers takes so much of effort considering the diverse factors that shape the educative process. In a pedagogical vantage point though, success in ESL teaching may be possible through learners' own initiative or motivation. Motivation is viewed as the main factor affecting directly or indirectly English language learning and teaching (Gardner, 1985). This study ventured on the types of motivation of the foundation students of the Ministry of Health Nursing Institute in Oman. A modified and enhanced survey instrument from Gardner's Motivation and Attitude Test Battery instrumented the research flow which was augmented by triangulation method for reliable analysis. Findings reveal that students have closely inter-related reasons for learning English which fall in two major categories: such as “instrumental" and "integrative". Findings also show that students are generally "highly" motivated and slightly "instrumentally" motivated to study English in the institute. Hence, legitimate improvement strategies and co curricular tasks are recommended to be reinforced either to sustain or redirect the existing motivations.

 

Article visualizations:

Hit counter

DOI

Keywords


ESL teaching, motivation, integrative, instrumental, L2 acquisition

Full Text:

PDF

References


Arnold, J. (2000). Affect in language learning. Cambridge: Cambridge University Press.

Dornyei, Z. (2002). Motivational strategies in the language classroom. Cambridge: University Press.

Ellis, R. (1997). Second language acquisition. Oxford: Oxford University Press.

Gardner, R.C., and Lambert, W.E. (1972). Attitude and Motivation in Second Language Learning. Rowley, MA: Newbury House.

Gardner, R.C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London : Edward Arnold Publishers.

Harmer, J. (1991). The practice of English language teaching. London: Longman.

Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: United Kingdom: Oxford University Press.

Krashen, S. (1988). Second language acquisition and second language learning. London: Prentice Hall International (UK).

Lightbown, P.M., & Spada, N. (1999). How languages are learned. Oxford: Oxford University. Parsons, R., Hinson, S.,

Brown, D. (2001). Educational psychology : practitioner – researcher models of teaching. University of Virginia: Wadsworth Thomson Learning.

Prapphal, K. (1981). Learning English in Thailand : Affective, demographic and cognitive Factors . Unpublished doctoral dissertation, University of New Mexico.

Saville-Troike, M. (2006). Introducing second language acquisition. New York: Cambridge University Press.

Siriluck Wechsumangkalo and Sirithip Prasertrattanadecho (2002). Integrative motivation, instrumental motivation, and English achievement among students in the Faculty of Arts. Unpublished master’s thesis, School of Language and Communication. National Institute of Development Administration.

Spolsky, B. (1990). Conditions for second language learning. Hong Kong: Oxford University Press.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Marlon P. Manuel, Rodelyn M. Manuel

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).