Engineering students’ motivational variables towards English and the learning of the English language

Autores/as

  • Marian Amengual-Pizarro Universidad de Las Palmas de Gran Canaria

Palabras clave:

languages for specific purposes, linguistics, applied linguistics, specialised discourse, discourse studies, pragmatics, language teaching, translation, interpreting, English for specific purposes, pedagogy

Resumen

This study examines the influence of motivational variables (integrative vs. instrumental motivation, attitudes, L2 anxiety and linguistic self-confidence) towards the learning of English in the current globalised university context. A total of 76 engineering undergraduates at the University of the Balearic Islands (U.I.B) participated in this study. A questionnaire was used to elicit students’ responses. The results indicate that contrary to previous research (Wimolmas, 2013), integrative reasons for learning the English language have the greatest influence on ESP students’ motivation. The findings also show that the integrative orientation that drives participants is more closely related to their wish to integrate and fluently communicate with a broader international community rather than with a specific valued target language community (Dörnyei, 2009; Papi, 2010). This new conceptualisation of L2 motivation involves a no longer clear-cut separation between integrative and instrumental orientations. The data also reveal that engineering students have highly positive attitudes to learn English, especially female students who score significantly higher in their ratings. Engineering students also show a high level of linguistic self-confidence, although they are found to experience a great deal of language anxiety mainly associated with classroom-related factors.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Al-Tamimi, A. (2009). Motivation and attitudes towards learning English: a study of petroleum engineering undergraduates at Hadhramout university of sciences and technology. GEMMA Online journal of Language Studies, 9 (2), 29-55.

Bernaus, M, Masgoret, A-M, Gardner, R.C & Reyes, E. (2004). Motivation and attitudes towards learning languages in multicultural classroom. The international journal of multilingualism, 1 (2), 76-89.

Brown, H. (2000). Principles of language learning and teaching. New Jersey: Prentice Hall.

Clément, R. (1986). Second language proficiency and acculturation: an investigation of the effects of language status and individual characteristics. Journal of language and Social Psychology, 5, 271-290.

Clément, R. Gardner, R.C. & Smythe, P.C. (1977). Motivational variables in second language acquisition: a study of francophones learning English. Canadian Journal of Behavioural Science, 9, 123-133.

Clément, R. Dörnyei, Z. & Noels, K.A. (1994). Motivation, self-confidence, and group cohesion in the foreign language. Language Learning, 3, 417-448.

Csizér, K. & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. Modern Language Journal, 89, 19-36

Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-284.

Dörnyei, Z. (2001a). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.

Dörnyei, Z. (2001b). New Themes and approaches in second language motivation research. Annual Review of Applied Linguistics, 21, 3-59.

Dörnyei, Z. & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23 (4), 421-462.

Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual differences in Second language Acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.

Dörnyei, Z. (2009). The L2 motivational self-system. In Z. Dörney & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 9-42). Clevedon: Multilingual Matters.

Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.

Gardner, R.C. (1980). On the validity of affective variables in second language acquisition: conceptual and statistical considerations. Language Learning, 30 (2), 255-270.

Gardner, R.C. (1983). Learning another language: a true social psychological experiment. Journal of Language and Social Psychology, 2, 219-240.

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

Gardner, R. C. (1988). The socio-educational model of second-language learning: assumptions, findings and issues. Language learning, 38, 101-126.

Gardner, R.C. (2006). The socio-educational model of second language acquisition: a research paradigm. EUROSLA Yearbook, 6, 237-260.

Gardner, R.C., Lalonde, R.N. & Moorcroft, R. (1985). The role of attitudes and motivation in second language learning: correlational and experimental considerations. Language Learning, 35, 207-227.

Gardner, R.C. and Lambert, W. (1972). Attitudes and Motivations in second Language Learning. Rowley, Massachusetts: Newbury House.

Gardner, R.C., & MacIntyre, P.D. (1991). An instrumental motivation in language study. Studies in Second Language Acquisition, 13, 57-72.

Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: the Japanese context. Second Language Studies, 20 (2), 29-70.

Horwitz, E.K., Horwitz, M.B. & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 84 (2), 256-259.

Joseba, M. (2005). Student engineers, ESP courses, and testing with cloze tests. ESP World, 2 (10). <http://www.esp-world.info/contents.html> [09/09/2016].

Karahan, F (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Journal of Arts and Science Say, 7, 73-87.

Lai, M.L. (2000). Motivation of English language learners in Hong Kong-use of case histories. Asia Pacific Journal of Language in Education, 3, 43-60.

Liu, M. (2007). Chinese students’ motivation to learn English at the tertiary level. Asian EFL Journal, 9 (1), 126-146.

MacIntyre, P.D. & Gardner, R.C. (1989). Anxiety and second language learning: toward a theoretical clarification. Language Learning, 39, 251-275.

MacIntyre, P.D. (1999). Language anxiety: A review of literature by language teachers. In D.J. Young (Ed.), Affect in foreign language and second language learning (pp. 24-43). New York: Mc Graw Hill Companies.

Masgoret, A. & Gardner, R. (2003). Attitudes, motivation and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53 (1), 123-163.

Noels, K.A., Pon, G. & Clément, R. (1996). Language, identity and adjustment: the role of linguistic self-confidence in the acculturation process. Journal of Language and Social Psychology, 15, 246-264.

Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behaviour: A structural equation modelling approach. System, 38, 467-479.

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

Richards, J.C. (2003). 30 Years of TEFL/TESL: A personal reflection. Teflin Journal, 14 (1), 14-57.

Richardson, P.W. & Watt, H.M.G. (2005). Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education, 34 (1), 27-56.

Ryan, S. (2009). Self and identity in L2 motivation in Japan: the ideal L2 self and Japanese learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language identity and the L2 Self (pp. 120-143). Clevedon: Multilingual Matters

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

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

Starks, D., & Paltridge, B (1996). A note on using sociolinguistic methods to study nonnative attitudes towards English. World Englishes, 15 (2), 217-224.

Taguchi, T. Magid, M. & Papi, M. (2009). The L2 motivational self system amongst Chinese, Japanese and Iranian learners of English: a comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language identity and the L2 Self (pp. 66-97). Clevedon: Multilingual Matters.

Williams, M. (1994). Motivation in foreign and second language learning: an interactive perspective. Educational and Child Psychology, 11, 77-84.

Wimolmas, R. (2013). A Survey Study of Motivation in English Language Learning of First Year Undergraduate Students at Sirindhorn International Institute of Technology (SIIT), Thammasat University. In FLLT Conference Proceedings by LITU. (Language Institute of Thammasat University). 3rd International Conference on Foreign Language Learning and Teaching, 15-16 March 2013, 2 (1) (pp. 904-915). Thammasat University: Thailand.

Descargas

Publicado

2017-10-08

Cómo citar

Amengual-Pizarro, M. (2017). Engineering students’ motivational variables towards English and the learning of the English language. Revista De Lenguas Para Fines Específicos, 23(1), 31–44. Recuperado a partir de https://ojsspdc.ulpgc.es/ojs/index.php/LFE/article/view/871