LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 12 : 7 July 2012
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Motivation toward Learning English among Undergraduate Students of Pakistan

Qaisar Khan, Ph.D. Scholar
Nighat Sultana, Ph.D.
Arab Naz, Ph.D.
Faraz Ali Bughio, Ph.D. Scholar

Abstract

The determination of motivational factors serves a key to suggest improvements and to enhance the experience of language learning. Various projects and training sessions are held regularly in Pakistan to further refine learning strategies. Theorists emphasize the necessity to identify motivational factors in a learning environment which, according to them, can account for both high level of achievement or can be of value to explain underachievement among the FL or L2 learners. The purpose of this study is to define, describe and examine integrative and instrumental motivation among the undergraduate students of Pakistan towards learning of English as a foreign language. The idea was explored through a questionnaire, completed in University of Malakand (UOM), which was designed on the model of Gardner (1985) and Cl�ment, D�rnyei & Noels (1994). For the purpose of the study, a total of 40 students were selected from undergraduate courses including Sociology, Economics, Mathematics and Statistics. Based on findings of the study, students were found to be more instrumentally motivated.

Key Words: Motivation; Integrative motivation; instrumental motivation, Pakistan, undergraduate students

Introduction

Research studies indicate that the role of attitudes and motivation remain vital in the context of foreign language learning (Gardner & Maclntyre, 1991; Oxford & Shearin, 1994; Gonzales, 2010). To Gardner (1985) attitudes are significant as they influence motivation of foreign language learning and this constitutes a major feature of his socio-educational model. This model, according to D�rnyei (1994), is a milestone in the history of foreign/second language motivation research. To him, its distinctive feature is addition of social dimension to the study of motivation. Maclntyre, MacMaster, & Baker (2001) identify four basic sets of variables with reference to Gardner�s model. The first one identifies existence of socio-cultural milieu and intergroup beliefs between language communities. The second set of variables relates to individual differences among learners while the third set delineates the learning context both formal and informal. The fourth set relates to learning output which serves as a feedback to the other sets and render the model more dynamic and useful.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

First/Corresponding Author
Qaisar Khan, Ph.D. Scholar
Faculty of Advanced Integrated Studies & Research
National University of Modern Languages (NUML)
Islamabad
Pakistan
kkaiserkhan@hotmail.com

Co-Authors:
Nighat Sultana, Ph.D.
Assistant Professor
Faculty of Advanced Integrated Studies & Research
National University of Modern Languages (NUML)
Islamabad
Pakistan
nighatashfaq@gmail.com

Arab Naz, Ph.D.
Associate Professor
Department of Sociology
University of Malakand
Pakistan
Arab_naz@yahoo.com

Faraz Ali Bughio, Ph.D. Scholar
University of Sussex, UK
faraz_bughio@hotmail.com
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