Language, Culture and Curriculum Culture Studies and Motivation in Foreign and Second Language Learning in Taiwan (original) (raw)
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The Students’ Motivation in Learning English: culture based education in Asia
Journal of English Teaching, Literature, and Applied Linguistics, 2018
Motivation is the impulse that causes a person acts to achieve goals. Motivation comes from the word motive which means "impulse" or stimulation or "driving force" in a person. Motivation is very important for students in learning. Because it is key to success in mastering competence in English. Motivation related to the culture of student learning in class. Teachers have a role in improving motivation in class. Motivation is divided by two: intrinsic and extrinsic. Every human being has a motivation in itself to get knowledge in class. while the rewards, obtained when stimuli from the outside. This article focuses motivation in culture and relationship between motivation based on culture in learning English. This article discusses the concept of the relationship between cultural motivation in learning English
Zeitschrift für Interkulturellen Fremdsprachenunterricht , 2008
In the context of teaching and learning of foreign languages a multiplicity of internal and external variations, which stay in reciprocal effect to each other and individualize the learning process high-gradely, plays a role. The motivation construct represents a substantial factor in the foreign language-specific learning process. Motivation supplies, on the one hand, the inducement for language learning, on the other hand, it is responsible for holding out a continuously persisting laborious foreign language learning process. It is assumed that motivation plays a crucial role for success in language learning. In the submitted pilot study Taiwanese learners of German with Chinese as first language were asked regarding their motivation in German learning. The proceeding was designed quantitatively; a questionnaire was carried out with students at National Chengchi University in Taipei, who learned German in the context of their minor study German as second and/or further foreign language. In the research both internal personality factors and external factors were taken into account.
Revista Brasileira de Linguística Aplicada, 2010
This paper publishes the results of a study of Hong Kong Chinese upper secondary students (Form 4 and Form 6) regarding their motivation orientations for learning English. The study analysed male and females student groups using Gardner and Lambert's (1972) 'extrinsic and intrinsic motivation' theoretical framework in order to elicit the most revealing results from the data. Findings will have meaningful implications for pedagogy, helping educators identify strategies more appropriate to distinct Chinese-speaking second-language student groups.
2018
This study aimed to identify the levels of intrinsic and extrinsic motivation for grades 7, 8 and 9 students to learn English as foreign language in the Regular Program and in the English Program firstly; then, to compare the students’ intrinsic and extrinsic motivation to learn English as a foreign language between the Regular and English Program. The participants of this study were 253 students from grade 7, 8, and 9 of the Regular and English Program studying English as a foreign language at Tepleela School, Bangkok, Thailand. The study used MALESC questionnaire, which was composed of 19 statements on intrinsic and extrinsic motivation. The findings of this study were: 1) the levels of intrinsic and extrinsic motivation to learn English as a foreign language in the Regular Program was high; 2) the levels of intrinsic and extrinsic motivation to learn English as a foreign language in the English Program was high; 3) there was no significant difference in students’ intrinsic motiva...
2019
This study explored international students' motivation toward learning the Chinese culture course. Specifically, the study focused on investigating what interest the students towards the Chinese culture course. The study also looked into the challenges international students faced while studying the Chinese culture course. To meet these objectives, the study used a descriptive survey design with a mixed method. Questionnaire and interviews were used to collect data from a sample of 38 international students from 7 colleges in Northeast Normal University (NENU). Finally, the finding indicated that international students at NENU are curious to learn the Chinese culture course. The respondents are keen to learn the culture they live in during their study period. Therefore, the study concluded that international students are studying the Chinese culture course not only because the course is compulsory, but also they are also keen to learn the Chinese culture course.
Motivation has been a heated topic in Second Language Acquisition (SLA) since 1970s. However, most of the motivational theories and research mainly focus on language and learner perspective. Little attention has been drawn to investigating the nature of learning situation. To investigate the role that learning situation plays in relation to foreign language learning motivation, the English Distinctive Class (EDC) in Taipei Municipal Datong Senior High School was selected. A qualitative approach was employed and the data were collected first through questionnaires with an aim to understand students’ levels of motivation before and after they entered the EDC. In the second phase, five focus group interviews were administered based on the analysis of the questionnaires. The result of the current study demonstrates that, firstly, the course design of the English Distinctive Class (EDC) and the cooperative classroom atmosphere are the major factors that motivate students to learn English. In the distinctive courses, students were usually assigned many group projects. In the process of completing the projects, students realize their insufficiency in English, particularly their limited vocabulary size, and will work harder due to the desire of not wanting to become the liability of the group. The results of the current study also display a possible relationship between learner’s motivational goals and the learning situation, with the former serves as the drive and latter serves as the triggers. In sum, the present study suggests that practitioners should first assess students learning goals and create opportunities to reinforce their learning goals.
A Cross-Cultural Study of the Motivation of Students Learning a Second Language
This study examined the underlying factor structure of the Motivation Orientation Scale (MOS), determining its degree of consistency across two distinct cultures and identifying variables affecting students' motivation in learning a second language. The study investigated how intention theory with its three motivation orientations, and Gardner's instrumental-integrative model, could cross different cultures in the area of second language learning. Participants were 584 college freshmen from three Taiwanese universities and students enrolled in Spanish classes at a rural Pennsylvania university. Taiwanese students completed the MOS for English as a Foreign Language (EFL), while U.S. students completed the MOS for Spanish as a Second Language (SSL). Results indicated that Taiwanese students had different motivation for learning EFL than did U.S. students learning SSL. The results suggest that the MOS should be revised in order to better fit respondents' cultural background...
Cultural Factors in High School Student Motivation to Study Less Commonly Taught Languages
Journal of the National Council of Less Commonly Taught Languages, 2013
Learning less commonly taught languages (LCTLs) such as Japanese can be challenging for American students. Due to the difficulty of learning LCTLs, more effort is required of the learners to become proficient as compared to European languages. Motivation contributes to the learners' academic success. In the socio-cultural perspective, the learners' cultural background mediates their cognitive process. This study examines the motivational differences and similarities among two culturally diverse groups of high school learners of Japanese: Asians excluding Japanese-Americans and non-Asians. One hundred forty two students completed a survey. Factor analysis yielded six factors: integrative motivation, instrumental motivation, intrinsic motivation (doing activities for enjoyment), self-efficacy (a belief in one's ability to succeed), goal specificity, and goal strategy. The motivational differences were confirmed in intrinsic motivation and self-efficacy. Implications of the...
Journal of English Language Teaching and Applied Linguistics
The main focus of the study was to determine the factors of motivation among the G6-G10 students who study Chinese as a foreign language at Southville International School and Colleges (SISC). The result was expected to serve as a basis for the development of an action plan to motivate the students to learn the Chinese language further. This research will be designed on a quantitative descriptive correlational method, where numeric score ratings are assigned to gather the assessment of a specific respondent to observe a structured pattern. Quantitative research allows for objectivity, fast data collection and analysis of the data in a statistical form that can provide a thorough overview of the study (Health Research Funding, 2018). Aside from the descriptive quantitative design, correlation will also be used to further understand how variables relate with each other; according to I-Chant A. Chiang, Rajiv S. Jhangiani, and Paul C. Price (2013), correlation research is a non-experime...