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Luận văn tiếng Anh: Motivation in learning listening comprehension by first-year English major students = Động cơ học nghe hiểu của sinh viên chuyên Anh năm thứ nhất. M.A. Thesis Linguistics: 60 14 10
Nhà xuất bản: University of Languages and International Studies
Ngày: 2011
Chủ đề: Tiếng Anh
Kỹ năng nghe hiểu
Nghe hiểu
Miêu tả: 30 p. + CD-ROM
M.A. Thesis English Teaching Methodology -- University of Languages and International studies. . Vietnam National University, Hanoi, 2011
This study investigates the integrative and instrumental motivation of HUI’s first-year English majors toward learning listening comprehension. In order to determine their tendency toward the two kinds of motivation in learning listening comprehension, the data were collected by quantitative method, i.e. using Zahra Vaezi (2008)’s modified 25-item survey questionnaire which was adapted from Gardner (1985) ’s AMTB and Clement et al.’s (1994). The questionnaire was delivered to 30 first-year English majors at Ho Chi Minh University of Industry. The study reveals that the students possess very high motivation and positive attitudes toward learning listening comprehension. In addition, the paper shows that they are more instrumentally than integratively motivated to learn listening comprehension
Phương pháp giảng dạy
TABLE OF CONTENTS
ACKNOWLEDGEMENTS...................................................................................................ii
ABSTRACT..........................................................................................................................iii
TABLE OF CONTENTS .....................................................................................................iv
LISTS OF TABLES AND CHARTS ..................................................................................vi
PART A: INTRODUCTION .............................................................................................. 1
1. Rationale for the study ......................................................................................1
2. Aims of the study................................................................................................1
3. Methods of the study..........................................................................................2
4. Scope of the study ..............................................................................................2
5. Significance of the study....................................................................................2
6. Organization of the study..................................................................................2
PART B: DEVELOPMENT ............................................................................................... 3
CHAPTER 1: LITERATURE REVIEW ......................................................................3
1.1 Motivation...........................................................................................................3
1.1.1 Definition of motivation ..........................................................................3
1.1.2 Gardner’s motivation theory....................................................................4
1.1.3 Types of motivation.................................................................................7
1.1.3.1 Intrinsic vs. extrinsic motivation ............................................................7
1.1.3.2 Resultative motivation ............................................................................8
1.1.3.3 Instrumental vs. integrative motivation ..................................................8
1.1.4 The role of motivation in L2 learning ...................................................10
1.2 Theoretical basis of listening comprehension...................................................10
1.2.1 Definition of listening............................................................................10
1.2.2 Significance of listening ........................................................................11
1.2.3 Different views on listening comprehension.........................................12
1.2.4 Listening process ...................................................................................13
1.3 The role of motivation in learning listening comprehension............................14
CHAPTER 2: THE STUDY.............................................................................................. 16
2.1 Research questions.............................................................................................16
2.2 Informants..........................................................................................................16v
2.3 Data collection instrument ...............................................................................16
2.4 Data collection procedures ...............................................................................18
2.5 Data analysis and discussion ............................................................................18
2.5.1 Integrative motivation ...........................................................................20
2.5.2 Instrumental motivation .........................................................................22
2.5.3 Integrative versus instrumental motivation ............................................23
PART C: CONCLUSION ................................................................................................. 24
3.1 Major findings..................................................................................................24
3.2 Conclusion ........................................................................................................24
3.3 Implications .....................................................................................................25
3.4 Suggestions for further study..........................................................................25
REFERENCES .................................................................................................................... 26
APPENDICES ........................................................................................................................I
Appendix 1..............................................................................................................................I
Appendix 2............................................................................................................................ V
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LISTS OF TABLES AND CHARTS
1. List of tables
Table 1. Constructs and Scales of the AMTB from Gardener............................................... 7
Table 2.Descriptive statistics for integrative and instrumental motivation questionnaire... 19
Table 3. Descriptive statistics for integrative motivation .................................................... 20
Table 4. Descriptive statistics for instrumental motivation ................................................. 22
2. List of figures
Figure 1 Gardner’s Socio-Educational Model of Motivation................................................ 6
Figure 2. Integrative and instrumental motivation............................................................... 231
PART A: INTRODUCTION
1. Rationale for the study
Motivation, believed as one of the most important factors determining the rate and
success of second language (L2) attainment, provides the primary impetus to initiate
learning the L2 and later the driving force to sustain the long and often tedious learning
process (Dornyei, 2001, cited in Ha 2009, p163). Research shows that motivation is crucial
for L2 learning (Dornyei, 1994). According to Oxford and Shearin (1994, cited in Ha 2009,
pp.163-164), motivation directly influences how much effort students make, how often
students use L2 learning strategies, how much students interact with native speakers, how
much input they receive in the language being learned, how well they do on curriculum
related achievement tests, how high their general proficiency level becomes, and how long
they preserve and maintain L2 skills after language study is over (Ely 1986, Oxford &
Shearin 1994). Particularly, toward learning listening comprehension, which is assuming a
more and more important place in foreign language teaching and learning process, and is
probably one of the most difficult tasks of language learners, motivation is one important
element directly influencing their achievement. “Motivation is the crucial force which
determines whether the listener embarks on a task at all. The primary motive for learning a
language is that it provides a means of communication” (Littlewood, 1984:53). Brown
(2000:143, 160) asserts, “It is easy in SLL to claim that a listener will be successful with
the proper motivation.”
Having recognized the importance of motivation on learning listening
comprehension, this study focuses on Motivation in learning listening comprehension by
first-year English major students. This study will examine the students‟ goals of learning
listening comprehension, in other words, their tendency towards the integrative and
instrumental motivation in learning listening comprehension.
2. Aims of the study
The study is to describe and examine the students‟ integrative and instrumental
motivation towards English language learning. In other words, the study aims to determine
their tendency toward the two types of motivation.
3. Methods of the study
In this study, quantitative method was used. The data were collected via questionnaire. The
modified questionnaire was based on Vaezi (2008)‟s 25-item survey questionnaire which
was adapted from Gardner (1985)‟s AMTB and Clement et al.‟s (1994).
Ket-noi.com kho tai lieu mien phi Ket-noi.com kho tai lieu mien phi2
4. Scope of the study
The study describes and examines the students‟ integrative and instrumental
motivation towards English language learning, in particular listening comprehension.
5. Significance of the study
First, the information about the students‟ integrative and instrumental motivation
towards listening comprehension learning, in other words, the information about their
goals of learning listening comprehension is useful for those who teach English, especially
listening comprehension to non-English major students in general and for those who teach
English to students majoring in English at HUI in particular. As a result, the study also
gives some suggestions and recommendations for all teachers when teaching listening
comprehension.
6. Organization of the study
The study consists of five chapters.
Part A – Introduction. This chapter discusses the rationale, aims, scope, methods,
significance and design of the study.
Part B – Development consists of two chapters:
Chapter 1 - Literature Review- this chapter is intended to give some theoretical
background related to motivation and listening comprehension.
Chapter 2 - The study – In this chapter, the collection instruments, data collection and
data analysis and discussion are presented.
Part C – Conclusion – this chapter presents the major findings, conclusion, implications,
and suggestions for further studies.3
PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1 Motivation
1.1.1 Definition of motivation
“Motivation” is a term frequently used in both education and research fields.
Different interpretations of the definition of motivation depend on various psychological
perspectives of human behavior. However, Dornyei (1998:117) comments, “Although
„motivation‟ is a term frequently used in both educational and research contexts, it is rather
surprising how little agreement there is in the literature with regard to the exact meaning of
the concept”.
Williams and Burden (1997: 120) see motivation as “a state of cognitive and
emotional arousal, a state which leads to a conscious decision to act and gives rise to a
period of sustained intellectual and/or physical effort”.
Relating motivation to learning a second language (L2), in his word, Ellis stated
that „motivation involves the attitudes and effective states that influence the degree of
effort that learners make to learn an L2‟ (Ellis, 1997: 75). Brown (2000: 160) indicated that
„motivation is some kind of internal drive which pushes someone to do things in order to
achieve something‟.
Motivation, according to Dornyei (1998), was the “process whereby a certain amount
of instigation force arises, initiates action, and persists” as long as there is no other forces
weakening it until the planned goals were reached. In other words, motivation can be seen
as a force that made a person to initiate action, and to keep on until the goals were
achieved. He conceptualized language learning motivation as including three components:
motivational intensity, desire to learn the language and an attitude towards the act of
learning the language.
Furthermore, in Deci and Ryan‟s (1985) self-determination theory, motivation was
related to all aspects of “activation” and “intention”, including energy, direction,
persistence and equifinality.
According to Naiman et al (1978) (cited in Harmer, 1999: 42), "the most successful
learners are not necessarily those to whom a language comes very easily; they are those
who display typical characteristics, most of them clearly associated with motivation".
Below is the list:
Ket-noi.com kho tai lieu mien phi Ket-noi.com kho tai lieu mien phi4
- Positive task orientation: the learner has confidence in his or her success.
- Ego involvement: the learner finds it important to succeed in learning.
- Need for achievement: to overcome difficulties and succeed in what he or she sets
out to do.
- High aspirations: the learner goes for demanding challenges and high proficiency.
- Goal orientation: the learner is very aware of the goals of learning.
- Perseverance: the learner is not discouraged by setbacks or apparent lack of
progress.
- Tolerance of ambiguity: the learner is not frustrated by a temporary lack of
understanding; he or she thinks it will come later.
Literature shows that different researchers have different ways of defining
motivation. However, they all share the same point of view that motivation combines effort
and desire plus favorable attitudes and occurs as a result of a combination of internal and
external influences. This study follows the definition of motivation proposed by Gardner
(1985). According to Gardner (1985:50), motivation includes four aspects: goal, effortful
behavior to reach the goal, desire to attain the goal, positive attitudes towards the goal.
However, a goal is not necessary a measurable component of motivation, but a stimulus
that gave rise to motivation.
1.1.2 Gardner’s motivation theory
Gardner was one of the pioneering researchers in second language acquisition (SLA)
to focus on motivation (Root, 1999:2). In 1959, Gardner and Lambert approached
motivation that has influenced various studies in L2 motivation. They distinguished
between integrative motivation and instrumental motivation. Integrative motivation refers
to positive attitudes toward the target group and a willingness to integrate into the target
community, whereas instrumental motivation refers to practical reasons for learning a
language, such as to gain social recognition or to get a job (Hashimoto, 2002:30). In other
words, an integratively motivated learner is someone who shows his/her positive attitudes
toward culture and people of the target language. On the other hand, those who learn a
language with practical purposes such as for getting high marks in exams, travelling or
earning higher salaries are considered to have instrumental motivation.
In addition, Gardner (1985) defined motivation by specifying four aspects of
motivation:
a goal5
effortful behavior to reach the goal
a desire to attain the goal,
positive attitudes toward the goal (Gardner, 1985, p. 50, cited in Root, 1999,
p.2)
However, a goal was not a measurable component of motivation but was a stimulus
giving rise to motivation. Actually, he focused on classifying reasons for second language
study, which he then identified as orientations (1985, p. 54). There were two orientations in
his research, integrative and instrumental orientation. He also made a clear distinction
between orientation and motivation. Motivation “refers to a complex of three
characteristics which may or may not be related to any particular orientation. These
characteristics are attitudes toward learning the language, desire to learn the language, and
motivational intensity” (Gardner, 1985, p. 54, cited in Root, 1999, p.2). Meanwhile,
orientation was a class of reasons suggesting why a person might study a language. For
example, an integrative orientation was a class of reasons suggesting why a person might
undertake language study, including a desire to integrate with a target language community
(Root, 1999, p.2). The main difference between orientation and motivation is that a student
might demonstrate a particular orientation, but not highly motivated to achieve that goal
(Gardner and Tremblay, 1994).
In 1985, Gardner established a model of motivation in second language learning, i.e.
the socio-educational model. His model concentrated on the integrative motive. The
integrative motive included integrative orientation, plus the motivation, which included
desire, motivational intensity, and a number of other attitudes involving the target
language community (Root, 1999:2). Motivation was the central concept of the socioeducational model; however, integrativeness and attitudes were other factors which
affected individual differences and are said to contribute to the leaner‟ level of motivation.
And integrativeness, attitudes, together with motivation are said to form integrative
motivation. The relationship between integrativeness, attitudes and motivation was
explained as followed.
Figure 1 Gardner’s Socio-Educational Model of Motivation
(Adapted from Dörnyei, Z. (1994). Modern Language Journal, 78, p. 517, cited in Root, 1999, p.3)
Integrativeness
(can include an integrative orientation)
Attitudes
(can include an evaluation of a language teacher or course)
Motivation
Desire to learn
Intensity
attitudes
Ket-noi.com kho tai lieu mien phi Ket-noi.com kho tai lieu mien phi6
The Attitude/Motivation Test Battery (AMTB) was developed by Gardner (1985) in
order to evaluate various individual difference variables based on the socio-educational
model. The AMTB includes over 130 items belonging to five categories: integrativeness,
attitude towards the language situation, motivation, integrativeness, attitude towards the
language situation, motivation, instrumental orientation, and anxiety toward the L2
(Gardner, 2001, p. 7, cited in Hashimoto, 2002, p.31).
Three of these categories, i.e. integrativeness, attitudes toward the learning situation
and motivation, have been mentioned above and included in Gardner‟s socio-educational
model. Instrumental orientation refers to an interest in learning the language for pragmatic
reasons that do not involve identification with the other language community. The other is
language anxiety, which involves anxiety reactions when called upon to use the second
language (Gardner, 2001, p. 8, cited in Hashimoto, 2002, p.31). The following table
presents the list of the constructs assessed in the AMTB from Gardner (2001, pp. 8-9,
cited in Hashimoto, 2002, p.21)
English, meeting and conversing with more and varied people encourage more and more
students to learn English, especially listening comprehension.
3.3 Implications
The study gives some implications from the above-discussed findings:
English teachers, especially those teaching listening comprehension should be active
to recognize students‟ instrumental motivation. Then, teachers focus students on practical
listening skills so that they can improve their English skills, especially their
communicative skills that are essential for their future jobs.
Teachers, educators and syllabus designers should suggest listening textbooks which
focus on practical, real communicative situations based on the students‟ need of meeting
and conversing with more and varied people.
Developing students‟ interest in English art, culture and literature by providing more
attractive and motivating listening texts about culture, lifestyle, geography, literature of
English-speaking countries through visual, audio, and written forms, creating presentations
in which students can be active and confident to share their knowledge of English culture,
art and literature in English listening class.
Encouraging students to participate in English –speaking clubs, communicate with
native speakers to practice listening and speaking skills.
3.4 Suggestions for further study
Due to time limitation, the study only presented the first-year English major students‟
integrative and instrumental motivation in learning listening comprehension, and did not
focused much on factors demotivating or affecting students‟ motivation in learning
listening comprehension. For further study, much work will be done on factors affecting
students‟ motivation in English language learning, especially listening comprehension so
that both English teachers and language learners will fully understand all the aspects of
motivation, including demotivating factors or what affects motivation in learning listening
comprehension.
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Nhà xuất bản: University of Languages and International Studies
Ngày: 2011
Chủ đề: Tiếng Anh
Kỹ năng nghe hiểu
Nghe hiểu
Miêu tả: 30 p. + CD-ROM
M.A. Thesis English Teaching Methodology -- University of Languages and International studies. . Vietnam National University, Hanoi, 2011
This study investigates the integrative and instrumental motivation of HUI’s first-year English majors toward learning listening comprehension. In order to determine their tendency toward the two kinds of motivation in learning listening comprehension, the data were collected by quantitative method, i.e. using Zahra Vaezi (2008)’s modified 25-item survey questionnaire which was adapted from Gardner (1985) ’s AMTB and Clement et al.’s (1994). The questionnaire was delivered to 30 first-year English majors at Ho Chi Minh University of Industry. The study reveals that the students possess very high motivation and positive attitudes toward learning listening comprehension. In addition, the paper shows that they are more instrumentally than integratively motivated to learn listening comprehension
Phương pháp giảng dạy
TABLE OF CONTENTS
ACKNOWLEDGEMENTS...................................................................................................ii
ABSTRACT..........................................................................................................................iii
TABLE OF CONTENTS .....................................................................................................iv
LISTS OF TABLES AND CHARTS ..................................................................................vi
PART A: INTRODUCTION .............................................................................................. 1
1. Rationale for the study ......................................................................................1
2. Aims of the study................................................................................................1
3. Methods of the study..........................................................................................2
4. Scope of the study ..............................................................................................2
5. Significance of the study....................................................................................2
6. Organization of the study..................................................................................2
PART B: DEVELOPMENT ............................................................................................... 3
CHAPTER 1: LITERATURE REVIEW ......................................................................3
1.1 Motivation...........................................................................................................3
1.1.1 Definition of motivation ..........................................................................3
1.1.2 Gardner’s motivation theory....................................................................4
1.1.3 Types of motivation.................................................................................7
1.1.3.1 Intrinsic vs. extrinsic motivation ............................................................7
1.1.3.2 Resultative motivation ............................................................................8
1.1.3.3 Instrumental vs. integrative motivation ..................................................8
1.1.4 The role of motivation in L2 learning ...................................................10
1.2 Theoretical basis of listening comprehension...................................................10
1.2.1 Definition of listening............................................................................10
1.2.2 Significance of listening ........................................................................11
1.2.3 Different views on listening comprehension.........................................12
1.2.4 Listening process ...................................................................................13
1.3 The role of motivation in learning listening comprehension............................14
CHAPTER 2: THE STUDY.............................................................................................. 16
2.1 Research questions.............................................................................................16
2.2 Informants..........................................................................................................16v
2.3 Data collection instrument ...............................................................................16
2.4 Data collection procedures ...............................................................................18
2.5 Data analysis and discussion ............................................................................18
2.5.1 Integrative motivation ...........................................................................20
2.5.2 Instrumental motivation .........................................................................22
2.5.3 Integrative versus instrumental motivation ............................................23
PART C: CONCLUSION ................................................................................................. 24
3.1 Major findings..................................................................................................24
3.2 Conclusion ........................................................................................................24
3.3 Implications .....................................................................................................25
3.4 Suggestions for further study..........................................................................25
REFERENCES .................................................................................................................... 26
APPENDICES ........................................................................................................................I
Appendix 1..............................................................................................................................I
Appendix 2............................................................................................................................ V
Ket-noi.com kho tai lieu mien phi Ket-noi.com kho tai lieu mien phivi
LISTS OF TABLES AND CHARTS
1. List of tables
Table 1. Constructs and Scales of the AMTB from Gardener............................................... 7
Table 2.Descriptive statistics for integrative and instrumental motivation questionnaire... 19
Table 3. Descriptive statistics for integrative motivation .................................................... 20
Table 4. Descriptive statistics for instrumental motivation ................................................. 22
2. List of figures
Figure 1 Gardner’s Socio-Educational Model of Motivation................................................ 6
Figure 2. Integrative and instrumental motivation............................................................... 231
PART A: INTRODUCTION
1. Rationale for the study
Motivation, believed as one of the most important factors determining the rate and
success of second language (L2) attainment, provides the primary impetus to initiate
learning the L2 and later the driving force to sustain the long and often tedious learning
process (Dornyei, 2001, cited in Ha 2009, p163). Research shows that motivation is crucial
for L2 learning (Dornyei, 1994). According to Oxford and Shearin (1994, cited in Ha 2009,
pp.163-164), motivation directly influences how much effort students make, how often
students use L2 learning strategies, how much students interact with native speakers, how
much input they receive in the language being learned, how well they do on curriculum
related achievement tests, how high their general proficiency level becomes, and how long
they preserve and maintain L2 skills after language study is over (Ely 1986, Oxford &
Shearin 1994). Particularly, toward learning listening comprehension, which is assuming a
more and more important place in foreign language teaching and learning process, and is
probably one of the most difficult tasks of language learners, motivation is one important
element directly influencing their achievement. “Motivation is the crucial force which
determines whether the listener embarks on a task at all. The primary motive for learning a
language is that it provides a means of communication” (Littlewood, 1984:53). Brown
(2000:143, 160) asserts, “It is easy in SLL to claim that a listener will be successful with
the proper motivation.”
Having recognized the importance of motivation on learning listening
comprehension, this study focuses on Motivation in learning listening comprehension by
first-year English major students. This study will examine the students‟ goals of learning
listening comprehension, in other words, their tendency towards the integrative and
instrumental motivation in learning listening comprehension.
2. Aims of the study
The study is to describe and examine the students‟ integrative and instrumental
motivation towards English language learning. In other words, the study aims to determine
their tendency toward the two types of motivation.
3. Methods of the study
In this study, quantitative method was used. The data were collected via questionnaire. The
modified questionnaire was based on Vaezi (2008)‟s 25-item survey questionnaire which
was adapted from Gardner (1985)‟s AMTB and Clement et al.‟s (1994).
Ket-noi.com kho tai lieu mien phi Ket-noi.com kho tai lieu mien phi2
4. Scope of the study
The study describes and examines the students‟ integrative and instrumental
motivation towards English language learning, in particular listening comprehension.
5. Significance of the study
First, the information about the students‟ integrative and instrumental motivation
towards listening comprehension learning, in other words, the information about their
goals of learning listening comprehension is useful for those who teach English, especially
listening comprehension to non-English major students in general and for those who teach
English to students majoring in English at HUI in particular. As a result, the study also
gives some suggestions and recommendations for all teachers when teaching listening
comprehension.
6. Organization of the study
The study consists of five chapters.
Part A – Introduction. This chapter discusses the rationale, aims, scope, methods,
significance and design of the study.
Part B – Development consists of two chapters:
Chapter 1 - Literature Review- this chapter is intended to give some theoretical
background related to motivation and listening comprehension.
Chapter 2 - The study – In this chapter, the collection instruments, data collection and
data analysis and discussion are presented.
Part C – Conclusion – this chapter presents the major findings, conclusion, implications,
and suggestions for further studies.3
PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1 Motivation
1.1.1 Definition of motivation
“Motivation” is a term frequently used in both education and research fields.
Different interpretations of the definition of motivation depend on various psychological
perspectives of human behavior. However, Dornyei (1998:117) comments, “Although
„motivation‟ is a term frequently used in both educational and research contexts, it is rather
surprising how little agreement there is in the literature with regard to the exact meaning of
the concept”.
Williams and Burden (1997: 120) see motivation as “a state of cognitive and
emotional arousal, a state which leads to a conscious decision to act and gives rise to a
period of sustained intellectual and/or physical effort”.
Relating motivation to learning a second language (L2), in his word, Ellis stated
that „motivation involves the attitudes and effective states that influence the degree of
effort that learners make to learn an L2‟ (Ellis, 1997: 75). Brown (2000: 160) indicated that
„motivation is some kind of internal drive which pushes someone to do things in order to
achieve something‟.
Motivation, according to Dornyei (1998), was the “process whereby a certain amount
of instigation force arises, initiates action, and persists” as long as there is no other forces
weakening it until the planned goals were reached. In other words, motivation can be seen
as a force that made a person to initiate action, and to keep on until the goals were
achieved. He conceptualized language learning motivation as including three components:
motivational intensity, desire to learn the language and an attitude towards the act of
learning the language.
Furthermore, in Deci and Ryan‟s (1985) self-determination theory, motivation was
related to all aspects of “activation” and “intention”, including energy, direction,
persistence and equifinality.
According to Naiman et al (1978) (cited in Harmer, 1999: 42), "the most successful
learners are not necessarily those to whom a language comes very easily; they are those
who display typical characteristics, most of them clearly associated with motivation".
Below is the list:
Ket-noi.com kho tai lieu mien phi Ket-noi.com kho tai lieu mien phi4
- Positive task orientation: the learner has confidence in his or her success.
- Ego involvement: the learner finds it important to succeed in learning.
- Need for achievement: to overcome difficulties and succeed in what he or she sets
out to do.
- High aspirations: the learner goes for demanding challenges and high proficiency.
- Goal orientation: the learner is very aware of the goals of learning.
- Perseverance: the learner is not discouraged by setbacks or apparent lack of
progress.
- Tolerance of ambiguity: the learner is not frustrated by a temporary lack of
understanding; he or she thinks it will come later.
Literature shows that different researchers have different ways of defining
motivation. However, they all share the same point of view that motivation combines effort
and desire plus favorable attitudes and occurs as a result of a combination of internal and
external influences. This study follows the definition of motivation proposed by Gardner
(1985). According to Gardner (1985:50), motivation includes four aspects: goal, effortful
behavior to reach the goal, desire to attain the goal, positive attitudes towards the goal.
However, a goal is not necessary a measurable component of motivation, but a stimulus
that gave rise to motivation.
1.1.2 Gardner’s motivation theory
Gardner was one of the pioneering researchers in second language acquisition (SLA)
to focus on motivation (Root, 1999:2). In 1959, Gardner and Lambert approached
motivation that has influenced various studies in L2 motivation. They distinguished
between integrative motivation and instrumental motivation. Integrative motivation refers
to positive attitudes toward the target group and a willingness to integrate into the target
community, whereas instrumental motivation refers to practical reasons for learning a
language, such as to gain social recognition or to get a job (Hashimoto, 2002:30). In other
words, an integratively motivated learner is someone who shows his/her positive attitudes
toward culture and people of the target language. On the other hand, those who learn a
language with practical purposes such as for getting high marks in exams, travelling or
earning higher salaries are considered to have instrumental motivation.
In addition, Gardner (1985) defined motivation by specifying four aspects of
motivation:
a goal5
effortful behavior to reach the goal
a desire to attain the goal,
positive attitudes toward the goal (Gardner, 1985, p. 50, cited in Root, 1999,
p.2)
However, a goal was not a measurable component of motivation but was a stimulus
giving rise to motivation. Actually, he focused on classifying reasons for second language
study, which he then identified as orientations (1985, p. 54). There were two orientations in
his research, integrative and instrumental orientation. He also made a clear distinction
between orientation and motivation. Motivation “refers to a complex of three
characteristics which may or may not be related to any particular orientation. These
characteristics are attitudes toward learning the language, desire to learn the language, and
motivational intensity” (Gardner, 1985, p. 54, cited in Root, 1999, p.2). Meanwhile,
orientation was a class of reasons suggesting why a person might study a language. For
example, an integrative orientation was a class of reasons suggesting why a person might
undertake language study, including a desire to integrate with a target language community
(Root, 1999, p.2). The main difference between orientation and motivation is that a student
might demonstrate a particular orientation, but not highly motivated to achieve that goal
(Gardner and Tremblay, 1994).
In 1985, Gardner established a model of motivation in second language learning, i.e.
the socio-educational model. His model concentrated on the integrative motive. The
integrative motive included integrative orientation, plus the motivation, which included
desire, motivational intensity, and a number of other attitudes involving the target
language community (Root, 1999:2). Motivation was the central concept of the socioeducational model; however, integrativeness and attitudes were other factors which
affected individual differences and are said to contribute to the leaner‟ level of motivation.
And integrativeness, attitudes, together with motivation are said to form integrative
motivation. The relationship between integrativeness, attitudes and motivation was
explained as followed.
Figure 1 Gardner’s Socio-Educational Model of Motivation
(Adapted from Dörnyei, Z. (1994). Modern Language Journal, 78, p. 517, cited in Root, 1999, p.3)
Integrativeness
(can include an integrative orientation)
Attitudes
(can include an evaluation of a language teacher or course)
Motivation
Desire to learn
Intensity
attitudes
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The Attitude/Motivation Test Battery (AMTB) was developed by Gardner (1985) in
order to evaluate various individual difference variables based on the socio-educational
model. The AMTB includes over 130 items belonging to five categories: integrativeness,
attitude towards the language situation, motivation, integrativeness, attitude towards the
language situation, motivation, instrumental orientation, and anxiety toward the L2
(Gardner, 2001, p. 7, cited in Hashimoto, 2002, p.31).
Three of these categories, i.e. integrativeness, attitudes toward the learning situation
and motivation, have been mentioned above and included in Gardner‟s socio-educational
model. Instrumental orientation refers to an interest in learning the language for pragmatic
reasons that do not involve identification with the other language community. The other is
language anxiety, which involves anxiety reactions when called upon to use the second
language (Gardner, 2001, p. 8, cited in Hashimoto, 2002, p.31). The following table
presents the list of the constructs assessed in the AMTB from Gardner (2001, pp. 8-9,
cited in Hashimoto, 2002, p.21)
English, meeting and conversing with more and varied people encourage more and more
students to learn English, especially listening comprehension.
3.3 Implications
The study gives some implications from the above-discussed findings:
English teachers, especially those teaching listening comprehension should be active
to recognize students‟ instrumental motivation. Then, teachers focus students on practical
listening skills so that they can improve their English skills, especially their
communicative skills that are essential for their future jobs.
Teachers, educators and syllabus designers should suggest listening textbooks which
focus on practical, real communicative situations based on the students‟ need of meeting
and conversing with more and varied people.
Developing students‟ interest in English art, culture and literature by providing more
attractive and motivating listening texts about culture, lifestyle, geography, literature of
English-speaking countries through visual, audio, and written forms, creating presentations
in which students can be active and confident to share their knowledge of English culture,
art and literature in English listening class.
Encouraging students to participate in English –speaking clubs, communicate with
native speakers to practice listening and speaking skills.
3.4 Suggestions for further study
Due to time limitation, the study only presented the first-year English major students‟
integrative and instrumental motivation in learning listening comprehension, and did not
focused much on factors demotivating or affecting students‟ motivation in learning
listening comprehension. For further study, much work will be done on factors affecting
students‟ motivation in English language learning, especially listening comprehension so
that both English teachers and language learners will fully understand all the aspects of
motivation, including demotivating factors or what affects motivation in learning listening
comprehension.
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