Investigating the Attitudes and Motivation
of the 'Non-departmental-students'
at Nawroz University towards Learning English as a Foreign Language
A Research Paper
By
Ahmed Khalis Shalan
Nawroz University-Iraqi Kurdistan
Abstract
This study was carried out to investigate the
attitudes and motivation of the non-departmental students towards learning
English as part of their academic-curriculum. In terms of the methods of
teaching, 'non-departmental English' refers to the type of English taught in academic-study
branches other than English language department. Such type of English taught in
the said academic-departments involves materials either in the shape of what is
technically called 'general English' or English taught in the register of each
of the meant academic-departments, i.e., English for special Purposes (henceforth ESP).
The theoretical
part of the study started with an introduction to justify the reasons behind
carrying out such a study. Furthermore, the problem of the study is stated,
followed by identify the study aims, significance, limits, and hypotheses.
Then, a section is devoted to surveying the literature related to the topics of
attitudes and motivation. Finally, definitions of some basic terms are given.
As for the practical part of
the study, a questionnaire was designed and used as the tool of research. Hence,
according to certain criteria, a study-sample was chosen from among the non-departmental
students at all the colleges of Nawroz University: College of Law
& International Relations, College of Administration & Economics,
and College of Computer Sciences & IT (College of Languages
was excluded from the study, because the nature and role of English language
dealt with basically differs from the non-departmental one). Two forms of
questionnaire were designed to investigate the learners' attitudes and
motivation and were delivered to the research-sample-participants. Collecting
the questionnaire forms back, dealing with the results of the questionnaire,
solving the related statistics matters, conclusions and recommendations were
finally made after making certain comparisons between the findings arrived at concerning
the non-departmental English learners' attitudes and motivation, according to
each college, each department, and according to other variables such as
study-stage, age, and gender as well.
Finally, no statistically-
significant differences were found between the learners' attitudes and
motivation, because the findings indicated positive attitudes and high
motivation in the in terms of the research-sample's dispositions to learn
English.
1- Introduction
Having been taught English within the academic
program, the undergraduate non-departmental students at Nawroz University
(henceforth NzU) practically are English-class students, like so many
others elsewhere. Accordingly, if any increase is to be sought in the students'
abilities to learn, their attitudes and motivation towards learning EFL should
be open to question. Thus, the change in attitudes can be taken as an important
step towards changing motivation into more positive direction. Such a change, doubtlessly,
can ultimately be manifested by any increase happens in the learners'
self-confidence to learn.
As a matter of fact, the non-departmental
English students often encounter an assumed lack of motivation, because of the anxiety
and threat they feel. Such lack may be sometimes caused by inadequate attitudes,
feelings of inefficiency, and low self-esteem. Hence, questioning the learners'
attitudes and motivation may also help, in a way or another, to identify the
non-departmental undergraduate needs, i.e., what type of English is needed and
how teaching materials relevant to the situation are, whether in the form of General-English-syllabus
or ESP-syllabus, or both together.
Furthermore, because of the rapid expansion in
the academic concerns, followed by the increase in opening new studying-branches
at NzU; followed by the increase in the number of
the students, a growing need of non-departmental-English-teaching has been found
as a crucial factor in the academic development of NzU itself. Actually,
such expansion has consequently paved the way for increasing the demands of
English teaching programs, needless to mention the need of ESP practitioners as
well. But, the satisfaction of such needs could hardly be achieved without being
aware enough of the students' attitudes and motivation towards learning EFL,
which may implicitly reflect the students' needs in learning a foreign
language. All this would justifiably be a good stimulus to carry out a study to
investigate the NzU's non-departmental English students' general attitudes
and motivation to learn English.
2- Problem
of the Study
It is true that the process of learning English is absolutely governed
by academic motivation. But still, as a phenomenon, learning English could be
seen in so many cases, as more crucial, more ambiguous, and even sometimes more
imperative to both, the students and the pedagogues, simply because it is conditional
upon other academic needs such as the progress made in the major subjects of
the meant scientific branch. Doubtlessly, the case is so in respect of the non-departmental
English-learning at NzU's colleges. So, it is very important to consider
everything that stimulates learners' ability to learn, directs it, and defines
its intensity, duration and quality. Hence, the preliminary step to consider
the meant considerations is to investigate the students' attitudes and
motivation. Furthermore, since such aspects of EFL learning, non-departmental
English in particular, have neither yet been investigated nor examined in
any absolute way, there would be a need, as an important step, to investigate
such aspects of the non-departmental-English-learning students at NzU,
namely questioning the learners' attitudes and motivation to learn English.
3- Aims
of the Study:
This study aims at investigating the non-departmental students' general
attitudes and motivation towards learning EFL, as part of the academic
curriculum, at NzU. Hopefully, the study will be directed at:
-
Figuring out students' attitudes
towards learning English, and
-
Identifying student's motivation-intensity to learn English.
This is, in order to find out whether the learners are adopting positive
attitudes towards learning English or not; whether they are motivated enough,
or not, to learn English as part of their academic curricula.
4- Value
of the Study:
As a matter of fact, selecting a type of English-course-book to be
taught, in the non-departmental English classes at NzU, has generally
been one of the crucial and controversial issues almost in every college at NzU.
Similarly, this argument can be true to the ESP practitioners themselves who
teach non-departmental English at NzU. Thus, in practice, identifying
learners' attitudes and motivation may largely influence the success of both:
-
Any suggested non-departmental English-syllabus, as a tool of language
learning , and
-
The ESP practitioner's teaching duties as teachers of non-departmental English.
Hence, this study is hoped to help the ESP practitioners at NzU, if not
in other universities, break new ground for how to make use of this study
findings to:
1-
Set the needed pattern of non-departmental English-course-book to be
taught to the non-departmental classes of English according to the needs of each
branch of study at any college of NzU, or
2-
Design z the needed
non-departmental-English-course-items and activities, pursuant to each
department's needs.
5- Limits
of the Study:
eThere were certain limits which should be highlighted so as to avoid any overgeneralization and as follows:
- Due to the financial and time concerns, the present study was confined to 120 students, as a research-sample of the NzU community during the academic year 2013-2014, and
- As this study was the first of its kind to be carried out on NzU's non-departmental students, it was preferably restricted to investigate only the general attitudes and motivation of the said sample at NzU towards learning English as part of their curricula during the academic year 2013-2014.
6- Hypotheses:
It is justifiably hypothesized that NzU's non-departmental English students, in general:
1- Have no positive attitudes towards learning English,
2- Are not motivated-enough to learn English.
It is also hypothesized that the students of the College of Computer Sciences & Communication Engineering at NzU:
3- Have no identified attitudes to accept English as an instruction language, and
4- Have no identified motivation towards English language as a medium of instruction.
And it is also hypothesized that there are no statistically significant differences between the non-departmental students' attitudes and motivation at NzU:
5- If each college's students at NzU is taken separately.
6- If each studying-branch's students at NzU taken separately.
7- If NzU's students in general are taken according to age-rate.
8- If NzU's students in general are taken in terms of gender.
7- Definition
of Basic terms
1-
Non-departmental English: It is the type of English which is taught as
part of the academic curriculum at academic-departments other than the English
departments. It sometimes takes the shape of General English-course, and
sometimes takes the shape of English for Special Purposes (ESP)
course.
2-
ESP: It is the type of English taught in academic-branches other than the
department of English. It almost addresses the register of the said
study-branch, either as part of the study-curriculum as it is the case at NzU's
College of Law & International Relations and College of
Administration & Economics, or as a full-medium of study as it is the
case at NzU's College of Computer Sciences & IT. In other
words, ESP is a type of English used as a medium to study other scientific-branches
not the study of English language itself.
3-
Attitudes: They are the opinions, feeling, and behaviors related to the
"anxiety about the learning situation, through attitudes to speakers of
L2, the country in which it is spoken, the classroom, the teacher, other
learners, the nature of language learning activities, tests and beliefs about
learning in general. (Johnson & Johnson 1999 p. 14)
4-
Motivation: It is 'the driving force in any situation that leads to action' (Richards
& Schmidt 2002 p.342)
8- Related
Literature
Attitudes: Most of the
extensive research-work on the topic of attitudes makes very obvious link
between the two concepts of attitudes and motivation, especially
in Gardener's (1985) (Attitude Motivation Index-AMI) (Johnson & Johnson
1999 p.14). The research-work, on the topic of attitudes, almost
inclined to investigate two important areas:
-
preparing the student to learn, and
-
identifying both, the learner's
overt attitudes and an assumed attitude-change-process.
Furthermore, to investigate a very important
area in this respect, (Horwitz 1987-cited in Johnson & Johnson 1999 p.
16) argued for a relationship between attitudes and the student's beliefs
about language learning. Then, another attempt came to discover the language-learners'
beliefs, when (Wenden 1987, p. 103) used a different method
involving semi-structured interviews to identify salient themes which have to
do with attitudes, followed by a number of papers, written by (Adams et Al. 1991),
aiming at exploring the effects of different cultural attitudes on the language
performance.
However, it is well-known that none of the
available theories offer a comprehensive image of the motivational and
attitudinal factors that are critical, whether in motivation intensity or
attitudes status. But still, the social psychological theories of action
argue for a key tenet in this respect which is "the assumption that it is
attitudes that exert a directive influence on people's behavior since one's
attitude towards a target influences the overall pattern of the person's
responses to the target." (Dȍrnyei-in Spolsky, ed. 1999 p. 557).
Hence, through their earlier concern in
learning attitudes, Robert Gardener and Wallace Lambert argued, for a key tenet
in their approach to second language teaching, that attitudes related to L2 and
the L2 community exert a directive impact on the FL learning behavior, i.e.,
someone's attitude towards a certain goal may affect the overall pattern of
her/his responses to the said goal (Gardener 1985 p.110).
Motivation: Since the late
decades of the 20th century, motivation has come to be
a central area for research-work within the context of learning a language
other than one's native one.
As a term, 'motivation' in
general has a variety of definitions all of which concentrate on 'a driving
force', whether influenced internally or externally. Hence, some educationists
argue that 'learning motivation' is one of the most important psychological
processes, which is seen as typically interactive, changing and diversifying,
while others argue that it is a process of challenging, controlling and
coordinating the activities leading to a person's goal, which may all
eventually mean a process of satisfying the need which was the starting point
of motivation. It is for this reason 'motivation' represents one of the
most appealing, complex variables used to explain individual differences in Language
Learning (Maclntyre 2001, p.101).
It is worth mentioning here that the
traditional interest in motivation was, in main, the achievement of Robert
Gardener and his colleagues, notably Wallace Lambert, who viewed second
languages as meditating factors of cross-cultures matters and considered the
motivation to learning any other community's language as a primary force
responsible of strengthening or weakening intercultural communication. Gardener
first considered the relationship between 'motivation' and 'orientation',
which in terms of Gardener means 'goal'. But, although Gardener's motivation
theory argues that orientations are not parts of motivation, he
identified their function as motivational antecedents which help to arouse
motivation. However, with respect to the ultimate goal of motivation, Gardener (1985
-cited in Polsky 1999 p. 527), ironically, argues about two key orientations
in motivation:
-
Integrative orientation, which
is characterized by a willingness to be like valued members of
the language community, and
-
Instrumental orientation, which means a disposition towards more
practical concerns such as getting a job or passing examination. (Brown 1987
p.115)
However, the main distinction between the two
orientations is that the integrative orientation includes a sort of
inclusion and positive attitudes toward both, the target language community and
a considerable level of commitment to learn the said language, while the instrumental
orientation is more pragmatic and stuck to profitable goals.
Meanwhile, with respect to the nature and
source of motivation, another technical distinction between two types of
motivation can technically be found as follows:
-
Intrinsic motivation, which means innate inclination to
enjoy language learning itself, driven by irresistible internal-stimulus, which
enables mental abilities to develop through learning even if not driven by
external reinforcements, versus
-
Extrinsic motivation, which is a cluster of
indirect reinforcements, rising from the environment and society such as
parental or teachers' pressure, or social expectation and academic
requirements, or other source of rewards or punishments, which any of them may
trigger off the motivation pressure (Richards & Schmidt 2002 p.
343).
On the other hand, although Gardener's
motivation model kept relatively prominent for a long time, But later then, it
is thought that an educational shift in the field of motivation studies
happened during the 1990s, when a quick increase was brought along in
motivation research. Williams & Burden (1997), for instance
developed a taxonomy of motivational components, which covers most of the
relevant issues that have emerged in educational psychological research, Schmidt
et al. (1996- cited in Polisky 1999 p. 528) developed a motivation framework
comprising three main components: affect, goal-orientation, and expectancy.
Then, modifying Gardener's (1995) latest motivation model, Dȍrnyei developed his model in response to calls
for the 'adoption of wider vision of motivation' (Dȍrnyei 1999 p. 528). Dȍrnyei's
new model distributed the motivational influences upon three major phases:
-
PREACTIONAL PHASE: In this phase, the motivational influences happen on goal
setting, intention formation, and the initiation of intention
enactment.
-
ACTIONAL PHASE: In this phase, the motivational influences occur as executive
motivational influences.
-
POSTACTIONAL PHASE: Finally, in this phase, the motivational influences
appear as post-factional evaluation.
9- Procedures
& Data Collection:
The study was conducted to identify the non-departmental English
learners' general attitudes and motivation towards learning English as part of
their academic-curriculum at NzU. To achieve this goal, a single research
tool was used, namely a questionnaire of two versions, one for investigating
the learners' attitudes' and the other for identifying the learners'
motivation.
9-1 Questionnaire Design:
Two versions of questionnaire were designed:
-
One to investigate the students' attitudes, and
-
Another to identify the students' motivation
(The 2
versions are attached in Appendix 1).
The two questionnaires' forms were incorporated both, positive and
negative items on English-learning attitudes and motivation. The two
questionnaires' design adequacy and convenience were examined by a set of
advisor-methodologists (their names are listed in Appendix 2). Then, achieving
this objective, the two questionnaires' forms were delivered to the
research-sample-participants chosen to investigate their attitudes and
motivation.
9-2
Study Population: Sample, and Participants:
9-2-1 Population
During the academic-year 2013-2014, NzU
consisted of four major colleges: College of Law & International
Relations (henceforth CoLIR) with 2 departments (Dep. of Law- DoL
and Dep. of International Relations- DoIR), College of Administration
and Economics (henceforth CoAE) with 4 Departments Dep. of
Economics- DoE, Dep. of Administration- DoA, Dep. of Finance & Banking- DoFB, and Dep. of Accounting-
DoAc), College of Computer Sciences & Communication Engineering (henceforth
CoCSCE) with 2 departments[1], and
College of Languages (henceforth CoL).[2]
It is worth mentioning that as EFL is studied at the CoL as
a Departmental English, not as non-departmental English, the said college's
learners were excluded from this study (its case will be studied separately in
a coming-forth study). Therefore, the population of the study represents the
students of the 3 first above-mentioned colleges.
9-2-2 Study-sample Participants Selection:
In order to realize
reasonable representation of the study-population, the sample of the participants
in the questionnaires was chosen carefully. In selecting the research-sample's
participants, every section (A) from each study-stage, in each study-department,
was chosen for sake of selecting the research-sample. Then, taking the sections
(A) students names' lists as references, it was found that the total number
of the students in each class, as a rate, was around 40-50. So, 5 students from
each specified sections (A) for the study-sample; marking, almost as a
rule, every 8th student's name in the list as a participant.
Thus, a total number,
of 120 students, was chosen as participants in the 2 questionnaires.
Finally, to investigate the learners' 15 different attitudes items and
24 different motivation items (see Appendix 1), a total number of 240
questionnaire forms were delivered to the participants as follows:
-
120 forms for attitudes investigation, and
-
120 forms for motivation investigation.
9-2-3 Questionnaire's Conduct & Results
Actually, 240 questionnaire forms on attitudes and
motivation identification were delivered to the orderly-selected participants.
Naturally, the items of the questionnaires were given to be responded by the
following scales:
1. Always.
2. Often. 3. Sometimes. 4. Rarely. 5. Never.
But, from the total distributed 240 questionnaire forms, only 218
questionnaire forms were actually given back:
-
109 forms of attitudes investigation, and
-
109 forms of motivation identification.
Gathering the 218 questionnaire forms, the following score distribution
was given to the marked scales in the questionnaire forms:
Positive items: (always
4), (often 3), (sometimes 2), (rarely 1), and (never 0).
Negative items: (always
0), (often 1), (sometimes 2), (rarely 3), and (never 4).
Consequently, the participants' scores of attitudes
and motivation were orderly recorded in Excel Worksheet, with the following
attached markers:
Colleges (A): CoLIR: (1), CoAE: (2), and CoCSCE: (3).
Departments (B): DoL: (1), DoIR: (2), DoE: (3), DoBA: (4), DoFB:
(5), and DoCE: (6), DoCS: (7).
Stages (C) : 1st-year:
(1), 2d-year: (2), 3rd-year: (3), and 4th-year:
(4)
Sex (D): Male: (1), Female: (2).
Age:(E)
Motivation (F)
Attitudes (G)
9-2-4 Data
Analysis
9-2-4-1 Attitudes
Data Analysis:
Using the T-test to make
comparison between the learners' true mean of attitude (57.04) (see
Table No.1-bellow) and the hypothesized mean (30) (also
see Table No.1-bellow), a statistically-significant deference was found,
between the two means, in favor of the true mean. This
significant difference means that the research-sample participants, at NzU,
have high positive attitudes to learn English.
Furthermore, the statistical data
analysis showed the following statistic findings about the research-sample's
attitudes::
a- Difference
by college
(see Table 2 bellow):
- CoLIR:
40 learners' attitudes mean = 56.7750
- CoAE:
59 learners attitudes mean = 57.2542
- CoCSCE:
10 learners attitudes' mean = 56.9000
Then, using the One Way Analysis of Variances, (see Table No. 3
bellow), no statistically-significant differences were found between the
research-sample participants' attitudes at the 3-invetigated-colleges.
b- Differences
by study-department (see table No. 4 bellow):
-
DoL :
20 learners'
attitudes mean = 58.4500
-
DoIR: 20
learners'
attitudes mean = 55.1000
-
DoE: 38
learners'
attitudes mean = 56.8947
-
DoBA: 11 learners' attitudes mean =59.9091
-
DoFB: 10 learners' attitudes mean = 55.7000
-
DoCS: 5 learners' attitudes mean = 58.8000
-
DoCE: 5 learners' attitudes mean = 55.0000
Then, using the One Way Variances' Analysis, (see Table No. 5
bellow), no statistically-significant differences were found between the
research-sample participants' attitudes at the
7-investigated-study-departments.
c- Differences
by study-stage (see table No. 6 bellow):
-
First-year: 49 learners' attitudes mean
= 57.5306
-
Second-year: 20 learners' attitudes mean
= 55.4500
-
Third-year: 20 learners' attitudes mean
= 58.3000
-
Fourth-year: 20 learners' attitudes mean
= 56.2000
Then, using the One Way
Analysis of Variances, (see Table No. 7 bellow), no statistically-significant
differences were found between the research-sample participants' attitudes at
the 4-investigated-study-stages.
d- Differences
by sex (see
table No. 9 bellow):
-
Male: 67 learners' attitudes mean = 56.5970
-
Female: 42 learners' attitudes mean = 57.7619
Then, using the
Independent Samples Test (see Table No. 9 below), no statistically-significant
differences were found between the male-learners and female-learners attitudes.
e-
Differences by age (see table No.10 0bellow):
-
age 18-27: 66 learners' attitudes mean
= 57.3182
-
age 28-37: 24 learners' attitudes mean
= 57.1667
-
age38-47: 17 learners' attitudes mean
= 56.1756
-
age 48 and above: 2 learners' attitudes mean
= 54.0000
Then, using the One Way
Analysis of Variances (see Table No.11 bellow, no statistically-significant
differences were found between the research-sample participants' attitudes of
the 4-investigated-age-groups.
9-2-4-2 Motivation
Data Analysis
Using the T-test to make
comparison between the learners' true mean of motivation (57.04)
(see Table No.12 bellow) and the hypothesized mean (30) (see also
Table No.12 bellow), a statistically-significant difference was found, between
the two means, in favor of the true mean. Such
significant difference means that research-sample participants are highly-
motivated to learn English.
Furthermore, the statistic data analysis showed the
following statistic findings about the research-sample participants'
motivation:
a-
Difference by college (see Table 13 bellow):
- CoLIR:
40 learners' mean = 90.1000
- CoAE:
59 learners' mean = 89.0508
- CoCSCE:
10 learners mean = 92.3000
Then, using the One Way Analysis of Variances, (see Table No. 14
bellow), no statistically-significant differences were found between the
research-sample participants' motivation at the 3-investigated-colleges.
b- Differences
by study-department (see table No. 15 bellow):
-
DoL :
20 learners'
mean = 88.1500
-
DoIR: 20
learners'
mean = 92.0500
-
DoE: 38
learners' mean =
88.6316
-
DoBA: 11 learners' mean = 91.5455
-
DoFB: 10 learners' mean = 87.9000
-
DoCS: 5 learners'
mean = 93.6000
-
DoCE: 5 learners' mean = 91.0000
Then, using the One Way Variances' Analysis, (see Table No.16
bellow), no statistically-significant differences were found between
research-sample participants' motivation at the 7-investigated-departments.
c-
Differences by study-stage
(see table No. 17 bellow):
-
1st-year: 49 learners' mean =
-
2nd-year: 20 learners' mean =
-
3rd-year: 20 learners' mean =
-
4th-year: 20 learners' mean =
Then, using the One Way
Analysis of Variances, (see Table No. 18 bellow), no statistically-significant
differences were found between the research-sample participants' motivation at
the 4-investigated-study-stages.
d-
Differences by sex (see table No. 19 bellow):
-
Male: 67 learners' attitudes mean = 89.9104
-
Female: 42 learners' attitudes mean = 89.4524
Then, using the Independent
Samples Test (see Table No. 20 below, no statistically-significant differences
were found between the male-learners and female-learners motivation of the research-sample
participants.
e-
Differences by age (see table No. 21 bellow):
-
18-27 years old: 66 learners' mean =
90.0455
-
28-37 years old: 24 learners' mean =
87.5833
-
38-47 years old: 17 learners' mean =
91.0000
-
48- years old and above: 2 learners' mean = 94.5000
Then, using the One Way
Analysis of Variances (see Table.22 bellow), no statistically-significant
differences were found between the research-sample participants' motivation of
the 4-investigated-age-groups.
10-Conclusions
Accounting for the research-sample questionnaire's statistical findings,
to compare and conclude that the study, in general (by college, by department,
by stage, by sex, and by age), proved that the NzU non-departmental English
students have positive attitudes to learn English, with a mean of (89.7339),
and they are also highly-motivated to learn English with a mean of (89.7339).
(see table No, 23 above)
Furthermore, for the sake of comparison, the following accounts
are to be considered for both attitudes and motivation:
1-
By college, the CoAE's students scored the highest
mean (57.2542) of attitudes (see Table No. 2 above); and the CoCSCE scored
the highest mean (92.3000) in motivation (see table No. 13 above).
2-
By study-department, the DoE/CoAE's
students scored the highest mean (59.9091) of attitudes (see Table No.4
above); whereas the DoIR/CoLIR students scored the highest mean
(93.6000) in motivation (see table No. 15 above)
3-
By study-stage, in general, the 3rd-year
students scored the highest mean (58.3000) of attitudes (see Table
No.6 above), whereas the 4th-year students scored the highest
mean (91.0000) in motivation (see table No. 17 above).
4-
By sex, the female-students, in
general, scored the highest mean (57.6719) of attitudes (see Table No.8 above),
whereas the male-students, in general, scored the highest mean (89.4524) in
motivation (see table No. 19 above).
5-
By age, the age-group (18-27) scored
the highest mean (57.3182) of attitudes (see Table No.10 above), whereas
the age-group (48 & above) scored the highest mean (94.5000) in
motivation (see table No. 21 above).
To conclude furthermore:
1- The
research-sample students taken from the 1st-year students/ CoCSCE
had good attitudes and high motivation towards English as a
full-study-medium-language (see tables No. 2 and 13 above) .
2- Comparing
between the questionnaire results, showing no statistically-significant
differences in the means, the close approximation of the attitudes and
motivation means of the variables (college, department, stage, sex, and age),
used in the study, can be attributed to the similarity in the students'
circumstances and surroundings.
References
-
Brown, H. Douglas (1987) Principles of
Language Teaching and Learning New Jersey USA.
-
Gardener, R. C. (1985) Social Psychology
and Second Language Learning: The Role of Attitudes and Motivation.
Edward Arnold. London.
-
Johnson, Keith & Johnson, Helen (1999) ed. Encyclopedia
Dictionary of Applied Linguistics. Blackwell Publishers Ltd. Oxford
-
Maclntyre, P.D., K. Macmaster and S.C. Baker, (2001).
The Convergence of Multiple Models of Motivation for Second Language
Learning: Garder, Pintrich, Kuhl and McCroskey. In Z. Dornyei and R.
Schmidt (Ed), Motivation and Second language Acquisition (pp. 461-492).
Honolulu, HI: University of Hawaii Press
-
Richards, Jack C. & Schmidt, Richard (2002)
Dictionary of Language Teaching & Applied Linguistics.
Pearson Educated Limited. Essex. England
-
Spolsky, Bernard (1999), edited, Concise
Encyclopedia of Educational Linguistics. Elsevier Science Ltd. Oxford.
Appendix 1
Students' Attitude Questionnaire App. 1.1
App. 1.2
The Students' Motivation Questionnaire
App. 2
Jury Members' Names
1-
Dr. Hussein Ali Ahmed (Assist Prof.)/ Department of
English/ College of Arts/ University of Mosel
2-
Dr. Wayis Jalood Ibrahim (Assist.
Prof.)/Department of English/ College of Basic Education/ University of Mosel
3-
Dr. Isam Ahmed Abdul-Raheem (Assist Prof.)/ Department of
English/ College of Basic Education/ University of Mosel
4-
Dr. Ansam Aki Ismaeel (Assist Prof.)/ Department of
English/ College of Basic Education/ University of Mosel
5-
Dr. Basim Y. Jasim /Department of English/
College of Arts/ University of Mosel
6-
Dr. Chachaan Jum'ah Mohammed (Assist Prof.)/Department of
Psychological & Educational Sciences /Faculty of Basic education/University
of Duhok
7-
Dr. Sami Abdul-Aziz Al-Ma'mouri (Assist Prof.)/Department of
English/College of Basic Education/ University of Diyala.
خلاصة البحث Abstract in Arabic
هذا البحث الميداني هو
الأول من نوعه يجرى على طلبة جامعة نوروز. و يتناول البحث إستطلاع إتجاهات متعلمي
اللغة الانكليزية و دافعيتهم لتعلم اللغة الانكليزية في الأقسام غير المختصة
بدراسة الانكليزية لغة أجنبية. و إشتمل البحث على إستطلاع إتجاهات متعلمي
الانكليزية و دافعيتهم في الأقسام العلمية لجامعة نوروز، في كلية القانون و
العلاقات الدولية و كلية الإدارة و الإقتصاد و كلية علوم الحاسوب و هندسة
الاتصالات، و أستثني طلبة قسم اللغة الإنكليزية في كلية اللغات/ جامعة نوروز من هذه
الدراسة لإعتبارات تخص طبيعة دراسة اللغة الانكليزية في كلية اللغات، إذ تعتبر
اللغة الانكليزية في الأقسام غير الإختصاص بوصفها جزء من المنهج العام للقسم
العلمي و وسطا و وسيلة لتعلم مواد الأقسام العلمية التي تدرس بها (و هي الانكليزية
التي تسمى أحيانا بلغة طرائق التدريس "الانكليزية لأغراض خاصة")، في حين
تدرس اللغة الانكليزية في أقسام اللغة الانكليزية بوصفها هي بذاتها موضوعا و غاية
للدرس و الدراسة و وسطا لمعرفة علوم اللغة الانكليزية.
ابتدأت الدراسة، في
جانبها النظري، بوضع مدخل يسوّغ إستطلاع إتجاهات متعلمي اللغة الانكليزية، في
الأقسام غير الإختصاص، و دافعيتهم لتعلم اللغة الانكليزية. و تـۥبعت المقدمة بقسم يوضح
مشكلة الدراسة و هي "عدم معرفة إتجاهات الطلبة و دافعيتهم لتعلم اللغة
الانكليزية، و تبع ذلك قسم يبين أهداف الدراسة، ثم فقرة توضح حدود الدراسة، ثم
بيان لأهمية الدراسة و منفعتها للدارسين و الباحثين، ثم تبع ذلك قسم يلخص
الافتراضات التي تسعى الدراسة لبيانها و إثباتها. و جاء القسم ما قبل الأخير في
الجانب النظري للدراسة مستعرضا بعض نواحي الأدبيات ذات العلاقة بدراسة إتجاهات
متعلمي اللغة الانكليزية و دافعيتهم لتعلم اللغة الأجنبية. ثم ختم الجانب النظري
بتعريفات لأهم المصطلحات التقنية التي تعاملت بها الدراسة.
أما الجانب العملي
للدراسة، فقد إبتدأ بإختيار عينة الدراسة من مجتمع طلبة الكليات المذكورة آنفا من
كليات جامعة نوروز. ثم تلا ذلك تصميم إستطلاع لمعرفة إتجاهات المتعلمين و دافعيتهم
بإستمارة ذات صيغتين: صيغة تستطلع إتجاهاتهم و أخرى تستطلع دافعيتهم. ثم وزعت
الاستمارات على عينة المستطلعين المختارة. و أجريت إستعادة الإستمارات لغرض جمع
المعلومات و تحليلها.
بعد جمع المعلومات و
معالجتها إحصائيا، توصلت الدراسة لعدد من الاستنتاجات و المقارنات التي تخص
إتجاهات متعلمي اللغة الانكليزية و دافعيتهم لتعلم اللغة الانكليزية في جامعة
نوروز بحسب الكليات و الأقسام و المرحلة الدراسية، فضلا عن متغيرات أخرى أخذتها الدراسة بنظر الإعتبار، من قبيل
عمر المتعلم و جنسه. و من هذه الإستنتاجات مثلا أن الدراسة لم تكشف فروقات ذات
دلالة في إتجاهات الطلبة و دافعيتهم لتعلم اللغة الانكليزية و إن لدى المتعلمين
عموما إتجاهات إيجابية و دافعية عالية لتعلم اللغة الانكليزية، و قد يكون مرد هذا
الى إنتماء المتعلمين الى شرائح إجتماعية متناظرة في ثقافتها و تحت ظروف متشابهة.
[1] Justifiably, only the first-year students of the 2
departments at CoCSCE were included in the study as a sample of students
undergoing the experience of studying in English (ESP) as full-instruction-
medium.
[2] The
above-mentioned account of the colleges and departments is true for both; the
Morning-studies' classes and the Evening-studies' classes at NzU. So,
the sample of the study population was selected from the classes of both,
Morning-studies and Evening-studies.
ليست هناك تعليقات:
إرسال تعليق