The present study seeks to identify those factors causing demotivation among students of English so as to raise teachers and administrators’ awareness to those factors, and consequently, to render foreign language learning/teaching in the Algerian context more motivating to students. It is hypothesized that there are certain contextual factors that demotivate English learners, the identification of which is a first step towards rendering foreign language learning/teaching more motivating. In order to achieve the aim of this study, a questionnaire has been administered to sixty English students from the three license levels at Mohammed Seddik Ben Yahia University, Jijel. The results obtained from the analysis of the students’ questionnaire revealed that some demotivating factors, particularly teachers’ personality type, students’ low self-confidence and administrative obstacles, are largely responsible for causing demotivation among students. Raising awareness to these factors will certainly contribute to rendering our context of the English language teaching at the university level more motivating to the students and hence more conducive to higher levels of proficiency in English among our students.
Table of Contents
General Introduction
1. Statement of the Problem
2. Aims of the Study
3. Hypothesis
4. Research Methodology
5. Structure of the Study
Chapter One: The Study of Motivation in Second Language Learning
Introduction
1.1. A Historical Overview on the Study of Motivation in Second Language Acquisition
1.1.1. Definition of Motivation
1.1.2. The Major Phases in the Study of Motivation in Second Language Acquisition
1.1.2.1. The Social Psychological Period (1959-1990)
1.1.2.2. The Cognitive-Situated Period (during the 1990s)
1.1.2.3. The Process-Oriented Period (in the Turn of the Century)
1.2. Theories of Motivation in Second Language Learning
1.2.1. The Behaviourist Theory
1.2.2. The Cognitive Theories
1.2.2.1. Expectancy-Value Models of Motivation
1.2.2.2. Attribution Theory
1.2.2.3. Self-Efficacy Theory
1.2.2.4. Goal Theory
1.2.2.5. Self- Determination Theory (SDT)
1.2.3. The Humanistic Theory
1.2.3.1. Maslow’s Theory of Growth Motivation
1.3. Integrative and Instrumental Motivation
1.3.1. Integrative Motivation
1.3.2. Instrumental Motivation
Conclusion
Chapter Two: Demotivation in Second Language Acquisition
Introduction
2.1. Definition of Demotivation
2.2. Studies of Demotivation
2.2.1. Chamber’s (1993) Investigation
2.2.2. Oxford’s (1998) Investigation
2.2.3. Ushioda’s (1996) Investigation
2.2.4. Dornyei’s (1998) Investigation
2.2.5. Muhonen’s (2004) Investigation
2.2.6. Sakai and Kikuchi’s (2009) Investigation
2.2.7. Hirvonen’s (2010) Investigation
Conclusion
Chapter Three: Practical Framework
Introduction
3.1 The Sample
3.2. Means of Research
3.3. The Students’ Questionnaire
3.4. Data Analysis and Discussion
3.4.1. Analysis of Students’ Questionnaire
3.4.1.1. Section One: Background Information
3.4.1.2. Section Two: The Students
3.4.1.3. Section Three: The Teacher
3.4.1.4. Section Four: Materials and Teaching Programs
3.4.1.5. Section Five: The Course
3.4.1.6. Section Six: The Classroom
3.4.1.7. Section Seven: The Administration
3.4.1.8. Further Suggestions
3.4.2. Discussion of the Results
3.4.3. Limitations of the Study
3.4.4. Pedagogical Recommendations
Conclusion
General Conclusion
Objectives and Topics
This thesis aims to identify the contextual factors that contribute to the demotivation of Algerian university students majoring in English, thereby providing insights to help educators and administrators improve the learning environment.
- Theoretical overview of motivation and demotivation in Second Language Acquisition (SLA).
- Analysis of external vs. internal demotivating factors.
- Empirical study involving a cross-sectional survey of 60 English undergraduate students.
- Investigation into the influence of teachers, classroom atmosphere, and curriculum design on student motivation.
- Provision of pedagogical recommendations to mitigate student demotivation.
Extract from the book
1.1. A Historical Overview on the Study of Motivation in Second Language Acquisition
The study of L2 motivation has been developed as an abundant and independent research field, dealing with the social, psychological, behavioural, and cultural requirements for acquiring a new language. The history of L2 motivation theory goes through phases. Dornyei (2005) has identified the following three distinct major phases:
1.1.2.1. The social psychological period (1959-1990)
This period is characterized by the work of Robert Gardner, Wallace Lambert, and their associates in Canada. They tried to understand the Canadian social context including the French and the English speaking communities. Gardner and Lambert (1972) (as cited in Dornyei, 2005) viewed second languages as mediating factors between different ethnolinguistic communities and thus regarded the motivation to learn the language of the other community as a primary force responsible for enhancing or hindering intercultural communication and affiliation.
Summary of Chapters
Chapter One: The Study of Motivation in Second Language Learning: This chapter reviews the history of L2 motivation research and introduces major psychological theories, including behaviourism, cognitive models, and humanistic approaches.
Chapter Two: Demotivation in Second Language Acquisition: This chapter focuses on the construct of demotivation, reviewing significant previous research and specific studies that have attempted to identify demotivating factors in various contexts.
Chapter Three: Practical Framework: This chapter details the research methodology, including the design of the student questionnaire, data collection among 60 undergraduate students, and a discussion of the results regarding contextual demotivators.
Keywords
Demotivation, Second Language Acquisition, L2 Motivation, Contextual Factors, Algerian University Students, English as a Foreign Language, Classroom Atmosphere, Pedagogical Recommendations, Teacher Influence, Student Questionnaire, Attribution Theory, Self-Efficacy, Self-Determination Theory, Educational Psychology.
Frequently Asked Questions
What is the core focus of this research?
The research focuses on identifying specific contextual factors that lead to demotivation among Algerian university students studying English as a foreign language.
What are the primary thematic fields addressed?
The work covers motivation theories, the historical development of SLA motivation research, the identification of external and internal demotivating influences, and practical strategies for improvement in an academic environment.
What is the research's main objective?
The primary aim is to raise awareness among teachers and administrators regarding factors that hinder student motivation, with the goal of creating a more effective and supportive learning environment.
Which scientific methodology was applied?
The study utilizes a cross-sectional research design, employing a 36-item questionnaire administered to 60 students across three different levels of the license curriculum to gather quantitative and qualitative insights.
What does the main body of the work cover?
The main body is divided into two theoretical chapters and one practical chapter. It examines motivation theories (such as Self-Determination and Maslow's hierarchy), reviews previous studies on demotivation, and analyzes empirical data from the student survey.
Which keywords best characterize this work?
Key terms include Demotivation, Second Language Acquisition, Contextual Factors, Classroom Atmosphere, and Pedagogical Recommendations.
How does the teacher's role contribute to student demotivation according to the findings?
The analysis indicates that the teacher is a fundamental source of demotivation, specifically through behaviors such as negative feedback, unfair treatment, lack of encouragement, and strict or subjective personality traits.
What specific pedagogical recommendations are proposed?
Recommendations include improving the teacher-student relationship, creating a friendlier classroom atmosphere, reducing the workload of modules, and providing updated teaching materials and better library resources.
- Quote paper
- Seyfeddine Baka (Author), 2016, A Cross sectional Study of Contextual Causes of Demotivation among Algerian University Students of English, Munich, GRIN Verlag, https://www.grin.com/document/981632
