گرایش : آموزش زبان انگلیسی

 

 

 

موضوع:

 

 

 

عوامل ضدانگیزشی موثر در کسب مهارت صحبت کردن زبان انگلیسی دانش آموزان دبیرستانی بندرعباس ازدیدگاه معلمان و زبان آموزان

 

استاد راهنما:

 

دانشیار دکترعلی رحیمی

 

استاد مشاور:

 

دکتر مهرداد زرافشان

 

 

 

سال تحصیلی:1393-1392

 

 

 

 

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

1. 4.Purpose of the Study .7

1.5. Research Questions ..7-8

1. 6.Definitions of key terms .8

Chapter two: Literature review

2.1. Introduction 10

2. 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

2. 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. 3. Quantitative phase 51

3.3.1. Introduction 51

3. 3. 2. Participants 51-52
4. 3.3. Data collection instruments ..52
5. 3.4. Data analysis procedure 52
6. 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).

Thus, the study of motivation is concerned with what makes someone interested in learning a second language and what keeps them motivated. However, motivation to learn L2 is a complex construct, considering that language is always socially and culturally bound and hence quite different from other school subjects (Students who have higher motivation are more successful and efficient in their learning (Ely, 1986).Many researchers (e.g., Crookes& Schmidt, 1991; Dornyei, 2001a; Oxford, 1996) have investigated how students can be motivated. Among these researchers, Dornyei, in particular, has done extensive research on practical aspects of motivation such as the question of how teachers can help to improve learner motivation in classroom (Dornyei, 2001b).

In addition to factors which increase students’ motivation, there are factors which more likely reduce motivation rather than reinforcing it.  Dornyei (2001a) has defined demotivation as “specific external forces that reduce or diminish the motivation basis of a behavior intention or an ongoing action” (p.143). Therefore, a demotivated learner is someone who was once motivated, but has lost his or her interest for some reasons. In the same vein, we can speak of demotives, which are negative counterparts of motives.

Sometimes it is said that demotivation is the same as amotivation, while some scholars like Dornyei, Dci, and Ryan(1985) believe that amotivation is” the relative absence of motivation that is not caused by a lack of initial interest but rather by individual feelings of incompetence and helplessness when faced with the activity”. Accordingly,” amotivation” events are those that occur within the person that signify his or her inability to master some situation or events”(Dornyei, Dci & Ryan, 1985, p.110).

One of the skills that learners might feel unable to develop is speaking, especially in contexts like Iran where speaking practice does not happen much. With regard to the importance of speaking, there are three major reasons for encouraging learners to speak in classrooms. First, speaking activities prepare practice opportunities-chances to practice real life speaking in the classroom. Secondly, speaking tasks in which students tend to use any or all of the language they know provide feedback for both teacher and students. And finally, the more students have opportunities to activate the diverse elements of language they have kept in their brains, the more automatic their use of these elements become. As a result, students gradually become independent language users. This means that they will afford to use words and phrases fluently without very much conscious thought (Harmer, 2008). However, some factors may negatively affect the speaking practice and they may decrease the learners’ motivation to speak in the classroom.

 

First and foremost, this study seeks to investigate Iranian teachers’ and learners’ ideas about demotivating factors with regard to practicing speaking skill. More precisely,  this study is mainly set out to obtain the perspectives of two groups who are involved in the teaching and learning process, namely language teachers and learners, on factors which may negatively influence the speaking performance of language learners. Also, the study serves as an attempt to see the similarities and differences between the students’ and teachers’ perspectives on the subject of the study.

 

1.2. Statement of the Problem

English language teaching involves the development of four macro skills which are listening, speaking, reading, and writing. Speaking is often considered as a neglected skill in foreign language education and accepted as the most complex and difficult skill to acquire (Ur, 1996).  Furthermore, Speaking is complex and difficult to learn thoroughly because it includes linguistic and non-linguistic elements such as vocabulary, intonation, articulation, formal and informal language expression, gestures, and so forth. Iran is a country where English is taught as a foreign language, and English learners have little chance to practice English speaking outside the classroom except from online environments and English is taught to learners only in the formal context of classes.

 

Most teachers tend to use the grammar translation method in their classes in the official system of education in Iran, which clearly ignores the oral skills of speaking and listening in the golden age of communicative approach in language education. Also they tend to use the mother tongue in order to explain repetition and question answer drills. Consequently, students feel few opportunities exist inside or outside the classroom for genuine spoken communication. Moreover, although the learner spend seven years of studying English (three years in junior of high school, three years in high school and 1 year in pre-university level), the majority of learners who graduate from this system are incapable of utilizing the taught material for speaking in real-