Cosburn, Ericha (2012) An exploration of the interaction between English language learning orientation and motivation among marketing students at an FET college. Masters thesis, Rhodes University.
Student motivation in FET colleges in South Africa is generally considered to be underresearched. Seyfried (1998, p. 54) contends that "motivations of participants still receive too little attention in the planning of vocational programmes". In an attempt to explore how motivational variables interact with English language leaming, this mixed-method study focused on FET marketing students studying English as part of their three-year vocational qualification. In the first phase, three focus group discussions were conducted with students from the three levels in the programme - a total of 16 students. These interviews were transcribed and coded according to a theoretical model that was adapted from Domyei's Extended Framework of Motivation (1998). In the second phase, 195 questionnaires were distributed, of which 142 were used in the final analysis. The results of these were indexed according to the theoretical model. Initial data processing enabled the creation of two analytical models for use in data analysis - one to analyse focus group data and the other to analyse questionnaire data. The study found a link between instrumentality, integrativeness, identity and perceived motivational orientations. It was also clear that orientation did not automatically translate into motivation. Another link was found between self-worth, self-efficacy and goal orientation. Perceived L2 competence, self-concept and identity also interacted strongly: participants who saw themselves as most alienated from their culture, also saw themselves as more competent in the L2, than their peers who identified more closely with their own culture. A predictable link was found between linguistic self-confidence, willingness to communicate [WTC] and language use anxiety. What made this finding interesting was that participants seemed to fear being judged by native English speakers to a greater extent than being judged by their peers. Finally some factors emerged as detracting from motivation, while others played a contributing role. While this is to be expected, it was interesting to note which factors fell into which category.
|Item Type:||Thesis (Masters)|
|Uncontrolled Keywords:||FET Colleges, South Africa, Motivation, Orientation, Instrumentality, Integrativeness, Identity, Self-worth, Self-efficacy, Goal orientation, Perceived L2 competence, Self-concept, Self-confidence, Culture, Communication, WTC, English, Language use, Anxiety|
|Subjects:||H Social Sciences > HT Communities. Classes. Races|
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
|Divisions:||Faculty > Faculty of Education > Education|
|Deposited By:||Philip Clarke|
|Deposited On:||07 Jun 2012 06:36|
|Last Modified:||07 Jun 2012 06:36|
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