سال تحصیلی:1393-1392
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Table of Contents Page
Abstract ………………………………………………………………….. 1
Chapter One: Introduction
- Overview …………………………………………………………………………………. 3
1.2. Statement of the Problem…………………………………………………………..4-6
1.3. Significance of the Study…………………………………………………………..6-7
- 4.Purpose of the Study………………………………………………………………….7
1.5. Research Questions…………………………………………………………………..7-8
- 6.Definitions of key terms……………………………………………………………….8
Chapter two: Literature review
2.1. Introduction………………………………………………………………………………10
- 2. Motivation………………………………………………………………………………10-12
2.2.1. The history of L2 motivation research…………………………………………………….13
2.2.1.1. The social psychological conceptualization…………………………………………13-8
2.2.1.2. The cognitive/situated conceptualization……………………………………………18-19
2.2.1.2.1. The self-determination theory………………………………………………………19-22
2.2.1.2.2. Attribution theory………………………………………………………………………22-23
2.2.1.3. The process-oriented period…………………………………………………………….23-25
2.3. Recent conceptions of L2 motivation………………………………………………25-26 2.3.1.Dörnyei’s L2 motivational self-system……………………………………………………26-27
2.3.1.1. Ideal L2 self……………………………………………………………………………….27
2.3.1.2. Ought-to L2 self……………………………………………………………………………27
2.3.1.3. L2 learn……………………………………………………………………………………..28
2.3.2. Motivational self- regulation………………………………………………………………..28
2.3.3. Teacher-controlled motivational strategies…………………………………………………29
2.3.4. Task motivation…………………………………………………………………………31-32
2.3.5. Ushiodo model……………………………………………………………………………….32
2.3.6. The role of motivational thinking…………………………………………………………33-35
2.4. The importance of motivation in second or foreign language learning…………………..35-36
2.5. Demotivation and amotivation…………………………………………………………………36
2.5.1. Demotivation…………………………………………………………………………………..36
2.5.2. Amotivaion…………………………………………………………………………………36-37
2.6. The effect of demotivating factors on language learning……………………………………37-40
2.7. Speaking…………………………………………………………………………………………40
2.7.1. Theory of speaking………………………………………………………………………….41
2.7.1.1. Bygate’s theory……………………………………………………………………………..41
2.7.1.2. Harmer’s theory………………………………………………………………………..41-42
2.7.2. Production skills………………………………………………………………………..42-43
2.7.3. Interaction skills…………………………………………………………………………43-44
2.8. Communicative Language Teaching and Speaking Activities………………………….44-45
2.8.1. Organizational forms……………………………………………………………………45-46
- 8.1.1. Whole-class teaching (Lockstep method)………………………………………………..46
2.8.1.2. Group work…………………………………………………………………………………47
2.8.1.3. Pair work…………………………………………………………………………………….47
2.9. Demotivating factors influencing speaking skill……………………………………………….48
Chapter 3: Method
3.1. Research design…………………………………………………………………50.
3.2. Qualitative phase………………………………………………………………….50
3.2.1. Participants…………………………………………………………………………………..50
3.2.2. Data collection instruments………………………………………………………………….51
3.2.3. Data analysis procedure………………………………………………………………………51
- 3. Quantitative phase………………………………………………………………………………51
3.3.1. Introduction………………………………………………………………………………51
- 3. 2. Participants…………………………………………………………………………51-52
- 3.3. Data collection instruments……………………………………………………………..52
- 3.4. Data analysis procedure…………………………………………………………………52
- 4. Procedures……………………………………………………………………52
3.4.1 Qualitative phase…………………………………………………………52-54
3.4.2. Quantitative phase………………………………………………………………………54-56
Chapter 4: Results and discussion
4.1. Qualitative phase……………………………………………………………………………….58
4.1.1. Factors leading to Iranian high school students’ demotivation for L2 speaking practice and progress as perceived by students…………………………………………………………………..58
4.1.1 .1 Teachers’ inadequate language knowledge and teaching style………………………….59-61
4.1.1.2. Unsuitable learning materials………………………………………………………….61-62.
4.1.1.3. Lack of technological equipment…………………………………………………………….63
4.1.1.4. Non-communicative method…………………………………………………………63-64
4.1.2. Factors leading to Iranian high school students’ demotivation for L2 speaking practice and progress as perceived by teachers…………………………………………………………………64-65
4.1.2.1. Teachers’ inadequate language knowledge and teaching style…………………………..65-66
4.1.2.2. Learner characteristics……………………………………………………………………67-68
4.1.2.3. Unsuitable learning materials……………………………………………………………….68
4.1.2.4. Lack of technological equipment………………………………………………………….69
4.1.2.5. Non-communicative method…………………………………………………………69-70
4.1.3. Similarities and differences in students’ and teachers’ perceptions of the demotivating factors regarding students’ practice of L2 speaking……………………………………………………70-71
4.2. The Quantitative Phase……………………………………………………………………….71
4.2.1. Factor analysis……………………………………………………………………………72-76
4.3. Reliability of the instrument……………………………………………………………….76
4.5. Discussion…………………………………………………………………………………….82-85
Chapter 5: Conclusion and implication of the study
5.1. Summary of findings………………………………………………………………………….87
5.2. Pedagogical implications and applications………………………………………………88-90
5.3. Suggestions for further studies……………………………………………………………….90
5.4. Limitations of the Study………………………………………………………………………91
5.5. Delimitation of the Study……………………………………………………………………….91
References………………………………………………………………………92-100
Appendices
Appendix I……………………………………………………………………………………102-103
Appendix II…………………………………………………………………………………..103-105
Appendix III………………………………………………………………………………….105-106
Appendix IV…………………………………………………………………………………..106-107
Appendix V……………………………………………………………………………………107-108
Appendix VI…………………………………………………………………………………….108-109
Abstract in Persian……………………………………………………..110
List of tables
Table2. 1. From extrinsic to intrinsic motivation in educational institutions (Brown, 2000, p.79)……………………………………………………………………………………………21
Table4.1. Rotated component matrix…………………………………………………………..72
Table4.2. The factors structure of ”Foreign Language Speaking Demotivation”( FLSD)…………………………………………………………………………………………….75
Table4.4. Mann-Whitney U Test; Negative Attitude as a Demotivating Factor……………….78
Table4.6. Mann-Whitney U Test; Lack of Technology in Classroom……………………………79
Table4.7.Mann-Whitney U Test; Lack of adequate teaching materials………………………..80
Table4.8. Mann-Whitney U Test; Unfavorable Classroom Environment…………………………81
Table4.9. Mann-Whitney U Test; Insufficient Opportunities for Speaking………………………..81
List of Graphs
Figure 2. 1. Gardner’s integrative model (1997, cited in Dornyei, 2001, p. 50)………………….13
Figure 2.2. Tremblay and Gardner’s model (1995, p. 510)…………………………………18
Figure2. 3. Teacher L2 motivational teaching practice (Dörnyei, 2005, p. 112)……………30
Figure2. 4. Ushioda’s model of Future time perspective (FTP) (2001, p. 118)……………….33
Graph4.1. Median Scores on Demotivating Factors…………………………………………..82
List of Acronyms
AMTB: Attitude Motivation Test battery
EFL: English as a Foreign Language
ELT: English Language Teaching
ESL: English as a Second Language
L1: First Language
L2: Second Language
TESOL: Teaching English to Speakers of other Language.
Abstract
Motivation is an issue which has been the focus of attention in the field of second language (L2) learning and teaching for a rather long time (e.g., Gardner, 1985; Muhonen, 2004; Scarcella & Oxford, 1992). However, its opposite side, i.e. demotivation, has drawn researchers’ serious attention only recently (e.g., Dornyei & Ushioda, 2011, Falout, Elwood, & Hood, 2009, Falout & Maruyama, 2004, Kikuchi, 2009, Sakai & Kikuchi, 2009). What is more unfortunate is that in the context of Iran, this concept has not been explored in more than a few studies (e.g., HeidariSoureshjani & Riahipour (2012). In order to address this gap, the present study was carried out to investigate and compare Iranian EFL teachers’ and learners’ perceptions about demotivating factors with regard to practicing speaking skill in high school. To achieve this goal, 12 Iranian male and female EFL learners and Iranian male and female 12 EFL teachers (male and female) were interviewed. As a result of thematic analysis of the interviews, four themes emerged from students’ and five themes emerged from teachers’ data. The themes common between the two groups were teachers’ inadequate language knowledge and teaching style, unsuitable learning materials, lack of technological equipment, and non-communicative methods. The additional theme which emerged from teachers’ interviews was learner characteristics. These findings along with the researcher’s review of the related literature were used to develop a questionnaire to explore Iranian L2 students’ and teachers’ perceptions of demotivating factors with regard to speaking practice in high school in a wider scope. The questionnaire was administered to 150 Iranian male and 150 female EFL learners and 40 male and 40 female teachers. To validate the questionnaire, the researcher conducted principal components analysis with varimax rotation. The personal and external factors which emerged were negative attitude toward learning L2, teacher’s inadequate competence and performance, lack of technological facilities in classroom, lack of adequate teaching materials, unfavorable classroom climate, and insufficient opportunities for speaking practice. The Mann-Whitney test was run to probe any similarities and differences between students’ and teachers’ perceptions of the six factors which lead to Iranian high school students’ demotivation for L2 speaking practice and progress. Both groups have similar perceptions about how much impact of teachers’ inadequate competence and performance and competence on learners’ motivation to practice speaking. Compared to teachers, students put significantly higher emphasis on the effects of their negative attitude to language learning and speaking on their demotivation regarding speaking practice and the other factors emphasized by teachers significantly more than by students regarding its contribution to students’ demotivation regarding speaking practice. The pedagogical implications and applications of these findings as well as some suggestions for further research are discussed.
Key words: Demotivation, motivation, speaking skill, EFL high school learners’ perceptions, EFL high school teachers’ perceptions.
CHAPTER 1:
INTRODUCTION
- Overview
There are diverse factors that play an important role in the process of language learning and language teaching. Motivation is a major one and is usually defined as
an internal state that arouses, directs, and maintains behavior. We all know how it feels to be motivated, and to move energetically toward a goal. We also know that it is something like to working hard, even if we are not fascinated by the task (Woolfolk, Winne, & Perry, 2003, p. 354).
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[سه شنبه 1399-10-09] [ 08:11:00 ق.ظ ]
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