Culture and motivation in English for hospitality students: Why integrative motivation may be essential

Authors

  • Laura Victoria Fielden Burns Universidad de Extremadura
  • Mercedes Rico García Universidad de Extremadura

Keywords:

Hospitality / Motivation/ English for Specific Purposes/ Culture/ Integrative/ Adults

Abstract

Hospitality students are the future negotiators of cultural interaction in our field, and how they imagine culture through their language studies is important. In particular, cultural concepts form an essential part of their motivation to learn a foreign language, in so far as it indicates their willingness to integrate into another culture, as Gardner (1960; 2007) and Dörnyei (2001;1994) have demonstrated. In fact, this integrative motivation has been recognized as one of the key elements for a successful learning outcome in languages. Our research explores whether integrative motivation is ubiquitous in the English for hospitality classroom. In a study with 51 adult English for Hospitality students, it found that students saw culture as malleable and showed a mixed motivational orientation. Based on these findings, some relevant curriculum implications are discussed. Apart from having the necessary practical skills required in the industry, hospitality students and workers also need to be effective communicators by understanding the roots of cultural awareness and the possibility of having more than one cultural identity.

Downloads

Download data is not yet available.

Author Biographies

Laura Victoria Fielden Burns, Universidad de Extremadura

Dr. Laura V. Fielden currently teaches at the University of Extremadura. Her research interests include motivational factors for adult students and English for Specific Purposes, as well as policy implications for CLIL programs in Spain. She forms part of the University of Extremadura’s GexCALL research group.

Mercedes Rico García, Universidad de Extremadura

Dr. Mercedes Rico is an Associate Professor at University of Extremadura, the institution where she has been teaching Information Technology applied to language learning and communication skills in Engineering for more than 20 years. As coordinator of the GexCALL research group, her main research lines are ESP, multimodal discourse and ICT applied to L2.

References

Al-Tamimi, A., & Shuib, M. (2009). Motivation and attitudes towards learning English: A study of petroleum engineering undergraduates at Hadhramout University of Sciences and Technology.GEMA Online Journal of Language Studies, 9(2). Retrieved from: http://www.ukm.my/ppbl/Gema/pp%2029_55.pdf

Alsagoff, L. (2012). Identity and the EIL learner. In L. Alsagoff, S. L. McKay, G.Hu, and W.A. Renandya (Eds.), Principles and practices for teaching English as an international language (pp. 104-122). New York: Routledge.

Alsamani, A. A. (2014). Foreign culture awareness needs of Saudi English language majors at Buraydah community college. English Language Teaching, 7(6), 143-153.

Barron, C. (1991). Material thoughts: ESP and culture. English for Specific Purposes, 10(1), 173-187.

Bernaus, M., & Gardner, R.C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92(3): 387-401.

Bernaus, M., Wilson, A., & Gardner, R. (2008). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement. Porta Linguarum, 12, 25-36.

Bharwani, S. & Butt, N. (2012), “Challenges for the global hospitality industry: an HR perspective”, Worldwide Hospitality and Tourism Themes, 4, (2), 150‐62.

Bobkina, J., Domínguez Romero, E. & Fernández De Caleya, M. (2013). Motivation and Attitudes towards English Language Learning Tertiary Education: A Contrastive Approach to Undergraduate Response to English as a Core Subject in the Engineering and Humanities Degrees. RIDE 10.

Bokova, I. (2015). Message from Ms. Irinia Bokova, Director-General of UNESCO. World Dat for Cultural Diverty, for Dialogue and Development. Retrieved from: http://www.unesco.org/new/en/cultural-diversity-day.

Bonney, C., Cortina, K., Smithdarden, J., & Fiori, K. (2008). Understanding strategies in foreign language learning: Are integrative and intrinsic motives distinct predictors? Learning and Individual Differences, 18(1), 1-10. doi:10.1016/j.lindif.2007.11.005

Božinović, N., & Sindik, J. 2013. Language proficiency for careers in tourism and learning different second foreign languages. Turizam, 17(3), 121-130. Retreeved from: http://www.dgt.uns.ac.rs/turizam/arhiva/vol_1703_3.pdf

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics,1, 1-47.

Cheng, YS. Horwitz, E. K. & Schallert, D. L. (1999), Language Anxiety: Differentiating writing and speaking components. Language Learning, 49, 417–446. doi: 10.1111/0023-8333.00095).

Citron, J. (1993). The Role of Ethno-Lingual Relativity in Second Language Acquisition. Working Papers in Educational Linguistics 9(2) 29-41.

Clément, R., Dörnyei, Z., & Noëls, K. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44, 418-448.

Constantini, L. (2016, January 12). El turismo consolida su repunte por el tirón de la demanda interna. El País. Retrieved from www.elpais.com.

Csizér, K. & Dörnyei, Z. (2005). Language learners’ motivational profiles and their motivated learning behavior. Language Learning 55(4), 613-659.

Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273-284.

Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.

Dörnyei, Z. (2002). The motivational basis of language learning tasks. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 137-158). Amsterdam: John Benjamins. Reprinted in: K. Van den Branden, M. Bygate, J. M. Norris (Eds.), Task-based language teaching: A reader (pp. 357-377). Amsterdam: John Benjamins.

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, New Jersey: Lawrence Erlbaum Associates.

Dörnyei, Z. & Csizér, K. (2005). The effects of intercultural contact and tourism on language attitudes and language learning motivation. Journal of Language and Social Psychology, 24(4), 327-357. Doi: 10.1177/0261927X05281424

Dubicka, I., & O’Keeffe, M. (2002). English for International Tourism: Pre-Intermediate Student’s Book. Chicago: Pearson.

Dweck, C. S. (1989). Motivation. In A. Lesgold and R. Glaser (Eds.), Foundations for a psychology of education (Vol. 1., pp. 87-136). Hillsadale, NJ: Erlbaum.

Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Ballantine Books.

Rattan, A., Savani, K., Chugh, D., & Dweck, C. (2015). Leveraging mindsets to promote academic achivement: Policy recommendations. Perspectives on Psychological Sciences, 10(6), 721-726. Retrieved from: http://journals.sagepub.com/doi/pdf/10.1177/1745691615599383.

Fan, J., & Feng, H. (2012). A study on students’ learning motivation of EFL in Taiwanese vocational college. International Journal of Learning and Development, 2(3), 260-269.

Fenner, A. (2008). Cultural Awareness in the Foreign Language Classroom. In Cenoz, J. and Hornberger, N. (Eds.). Encyclopedia of Language and Education. 6, 273-285

Gannon, J. (2008). Developing Intercultural Skills for International Industries: The Role of Industry and Educators. Hospitality, Leisure, Sport and Tourism Network: Enhancing Series: Internationalisation.

Gardner, R. C. (1960). Motivational variables in second-language acquisition. (Doctoral dissertation). McGill University.

Gardner, R. C. & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.

Gardner, R.C. (2007). Motivation and Second Language Acquisition. Porta Linguarum, 8, 9-20.

H. Martin, “Spending by International Visitors to U.S. Breaks Record in 2013,” Los Angeles Times, March 4, 2014, Online Ed.

Hymes, D. H. (1971). On communicative competence. In J. Pride and J. Holmes (Eds.), Sociolinguistics. Penguin, 1972. (Excerpt from the paper published 1971, Philadelphia, University of Pennsylvania Press.)

Grobelna, A. (2016). Intercultural Challenges Facing the Hospitality Industry. Implications for Education and Hospitality Management. Journal of Intercultural Management, 7(3), pp. 101-117. Retrieved 11 Nov. 2016, from doi:10.1515/joim-2015-0023

Hernández, T. (2008). Integrative Motivation as a Predictor of Success in the Intermediate Foreign Language Classroom. Foreign Language Annals. 39(4), 605–617.

Hutchinson, T., & Waters, A. (1987). English for Specific Purposes. Cambridge: Cambridge University Press.

Khan, Z. A., & Zafar, S. (2010). The effects of anxiety on cognitive processing in English language learning. English Language Teaching, 3(2), 199-209.

Kiełbasiewicz-Drozdowska I., & Radko S. (2006), The role of intercultural communication in tourism and recreation, “Studies In Physical Culture And Tourism”, 13(2), pp. 75–85.

Kitjaroonchai, N. (2012). Motivation toward English language learning of students in secondary and high schools in education service area office 4, Saraburi province, Thailand. International Journal of Language and Linguistics, 1(1), 22-33.

Kraemer, R. (1993). Social psychological factors related to the study of Arabic among Israeli high school students: A test of Gardner’s socio-educational model. Studies in Second Language Acquisition, 15, 83-104.

Jones, R. (2002). Beyond ‘listen and repeat’: Pronunciation teaching materials and theories of second language acquisition. In Richards, J., & Renandya, W., Eds. Methodology in Language Teaching: An Anthology of Current Practice. P. 194.

Kramsch, C. (1994). Context and culture in language teaching. Oxford: Oxford University Press.

Kyriacou, C. & Zhu, D. (2008). Shanghai pupil’s motivation towards learning English and the perceived influence of important others. Educational Studies. 34(2), 97-104.

Lambert, W.E. (1974). Culture and language as factors in learning and education. In F.E. Aboud and R.D. Mead (Eds.), Cultural factors in learning and education. Bellingham, WA: Fifth Western Washington Symposium on Learning.

Levy, S., Stroessner, S.J., & Dweck, C. Stereotype formation and endorsement: The role of implicit theories. Journal of Personality and Social Psychology, 74(6), Jun 1998, 1421-1436. http://dx.doi.org/10.1037/0022-3514.74.6.1421

Liddicoat, A. J., Papademetre, M., Scarino, A., & Kohler,M. (2003). Report on Intercultural Language Learning. Canberra: Department of Education Science and Training. Australian Government.

López-Rocha, S. (2016). Intercultural communicative competence: creating awareness and promoting skills in the language classroom. In C. Goria, O. Speicher, & S. Stollhans (Eds), Innovativelanguage teaching and learning at university: enhancing participation and collaboration.(pp. 105-111). Dublin: Research-publishing.net. http://dx.doi.org/10.14705/rpnet.2016.00041

Luka I., Vaidesvarans S., Vinklere D. (2013) Educating Tourism Students for Work in a Multicultural Environment. Journal of Teaching in Travel and Tourism, 13(1), pp. 1-29.

MacIntyre, P., Mackinnon, S. P., & Clément, R. (2009). Toward the development of a scale to assess possible selves as a source of language motivation. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the foreign language Self (pp. 172-192). London: MPG Books.

Malhotra, N.K. (2004) Marketing Research: An Applied Orientation. (4thedn) Pearson Education, Inc: New Jersey.

Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53(S1), 167-210.

Matsumoto, M. & Obana,Y. (2001). Motivational factors and persistence in learning Japanese as a foreign language. New Zealand journal of Asian studies, 3(1), 59-86

McIntyre, P.D. (2002). Motivation, Anxiety and Emotion in Second Language Acquisition. In Peter Robinson (ed.) Individual Differences and Instructed Language Learning (pp. 45-68). Amsterdam/Philadelphia: John Benjamins Publishing Company.

Ntukula, A. (2013) Diversity in the workplace: Managing a culturally diverse workforce in the Irish hospitality sector. Masters thesis, Dublin, National College of Ireland.

Olshtain, E., Shohamy, E., Kemp, J., & Chatow, R. (1990). Factors Predicting Success in EFL among Culturally Different Learners. Language learning, 40, 23-44. http://dx.doi.org/10.1111/j.1467-1770.1990.tb00953.x

Osgood, C.E. The nature and measurement of meaning. In: Osgood CE, Tannenbaum H, Suci GJ, editors. The measurement of meaning. University of Illinois Press; Urbana: 1957. pp. 3–41.

Palmer, D. (2009). Student interest generated during inquiry skills lesson. Journal of Research in Science Teaching 46(2):147 – 165.

Pinang, P (2006). Integrative motivation: how perceptions of the target language country influence students’ motivational pattern. A Paper Presented at the Science and Art of Language In Teaching International Conference Malaysia

Ramage, K. (1990), Motivational Factors and Persistence in Foreign Language Study*. Language Learning, 40: 189–219. doi:10.1111/j.1467-1770.1990.tb01333.x

Litvin, S.W., Goldsmith, R.E., & Pan, B. (2005). Electronic Word of Mouth in Hospitality and Tourism Management. Tourism Management (29)3, 458-468.

Samad, A.A., Etemadzadeh, A., & Far, H.R. (2013). Motivation and language proficiency: Instrumental and integrative aspects. Procedia- Social and Behavioural Sciences 66(7), 432-440.

Shaaban, K.A., & Ghaith, G. (2000). Student motivation to learn English as a foreign language. Foreign Language Annals, 33, 632-644.

Shohamy, E. (2007). Language policy: Hidden agendas and new approaches. New York: Routledge.

Shumin, K. (2002). Factors to consider: Developing adult EFL students’ speaking abilities. In J. C. Richards, & W. A. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice(pp. 204-211). Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511667190.028

Sindik, J. & Božinović, N. (2013). Importance of foreign languages for a career in tourism as perceived by students in different years of study. Vitez-Tuzla- Zagreb-Beograd-Bucharest 15 (31). Retrieved from: http://hrcak.srce.hr/file/159702

Sioson, I. C. (2011). Language learning strategies, beliefs, and anxiety in academic speaking tasks. Phillipine ESL Journal, 7(July), 3-27.

Skehan, P. (1989). Individual differences in second-language. London: Edward Arnold.

Stars, J. (2012). Initiating Integrative Motivation for Learning foreign language Using ICT . 5th Internationa Conference ICT on language learning. Available at http://conference.pixel-online.net/ICT4LL2012/

Steele, C. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52 (6), 613-629 DOI: 10.1037//0003-066X.52.6.613

Triola, M. 2006. Elementary Statistics, 10th Edition. Pearson, Boston.

Tum, D.O. (2015). Foreign language anxiety's forgotten study: The case of the anxious preservice teacher. TESOL Quarterly, 49 (4), 627–658. DOI: 10.1002/tesq.190

Wen, X. (1997). Motivation and language learning with students of Chinese 1. Foreign Language Annals, 30(2), 235-251. doi:10.1111/j.1944-9720.1997.tb02345.x

World Economic Forum. (ND). Travel and Tourism Competitiveness Report 2015.Retrieved from: http://reports.weforum.org/travel-and-tourism-competitiveness-report-2015/index-results-the-travel-tourism-competitiveness-index-ranking-2015/

Xu, X. (2008). Influence of instrumental motivation on EFL learners in China and its implication on TEFL instructional design. Educational Communications and Technology Papers of the University of Saskatchewan. http://www.usask.ca/education/coursework/802papers/xu/index.htm.

Yashima, T. (2002). Willingness to communicate in a second language: the Japanese EFL context. Modern Language Journal, 86(i), 54-66.

Yoganjana, H.J.M., Menike, S., & Pathmalatha, K.M. Developing Foreign Language Competencies of Tourism Industry Oriented Undergraduates in Sri Lanka. Tourism, Leisure and Global Change 2, TOC-74. Papers from the 7th Tourism Outlook Conference/Tropical Tourism Outlook Conference, 8-10 August 2014.

Ziesing, M. (2001). Cultural literacy and language fluency. In A Collection of Academic Papers: In Celebration of the 20th Anniversary of the University of the Thai Chamber of Commerce, 1-14. Bangkok, Thailand: University of the Thai Chamber of Commerce.

Published

2017-12-06

How to Cite

Fielden Burns, L. V., & Rico García, M. (2017). Culture and motivation in English for hospitality students: Why integrative motivation may be essential. Revista De Lenguas Para Fines Específicos, 23(2), 334–358. Retrieved from https://ojsspdc.ulpgc.es/ojs/index.php/LFE/article/view/828