iv TABLE OF CONTENTS ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LISTS OF TABLES AND CHARTS vi PART A: INTRODUCTION 1 Rationale for the study Aims of the study Methods of the study Scope of the study Significance of the study Organization of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Motivation 1.1.1 Definition of motivation 1.1.2 Gardner’s motivation theory 1.1.3 Types of motivation 1.1.3.1 Intrinsic vs extrinsic motivation 1.1.3.2 Resultative motivation 1.1.3.3 Instrumental vs integrative motivation 1.1.4 1.2 1.3 The role of motivation in L2 learning 10 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 The role of motivation in learning listening comprehension 14 CHAPTER 2: THE STUDY 16 2.1 Research questions 16 2.2 Informants 16 v 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 I Appendix V vi LISTS OF TABLES AND CHARTS List of tables Table Constructs and Scales of the AMTB from Gardener Table 2.Descriptive statistics for integrative and instrumental motivation questionnaire 19 Table Descriptive statistics for integrative motivation 20 Table Descriptive statistics for instrumental motivation 22 List of figures Figure Gardner’s Socio-Educational Model of Motivation Figure Integrative and instrumental motivation 23 PART A: INTRODUCTION 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 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 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 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) Scope of the study The study describes and examines the students‟ integrative and instrumental motivation towards English language learning, in particular listening comprehension 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 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 - Literature Review- this chapter is intended to give some theoretical background related to motivation and listening comprehension Chapter - 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 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 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: - 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 - 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 goal  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 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) Motivation  Desire to learn  Intensity  attitudes Attitudes (can include an evaluation of a language teacher or course) 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 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) Table Constructs and Scales of the AMTB from Gardner (2001, pp 8-9, cited in Hashimoto, 2002) Construct 1: Integrativeness Subtest 1: Integrative orientation (4 items) Subtest 2: Interest in foreign languages (10 items) Subtest 3: Attitudes toward the target language group (10 items) Construct 2: Attitudes toward the Learning Situation Subtest 4: Evaluation of the language instructor (10 items) Subtest 5: Evaluation of the language course (10items) Construct 3: Motivation Subtest 6: Motivation intensity (10 items) Subtest 7: Desire to learn the language (10 items) Subtest 8: Attitudes toward learning the language (10 items) Construct 4: Subtest 9: Construct 5: Instrumental Orientation Instrumental orientation (4 items) Language Anxiety Subtest 10: Language class anxiety (10 items) Subtest 11: Language use anxiety (10 items) However, the study aimed to examine the students‟ tendency toward the two kinds of motivation in learning listening comprehension; therefore, it only focused on integrative and instrumental motivation aspects of the AMTB 1.1.3 Types of motivation Although students may be equally motivated, the source of their motivation may be different and of course, their success in learning will be different The source of motivation, thus, turns to be a key point here 1.1.3.1 Intrinsic vs extrinsic motivation According to the self-determination theory (Deci & Ryan, 1985), there were two types of motivation there are two general types of motivation, one based on intrinsic interest in the activity per se and the other based on rewards extrinsic to the activity itself (Deci & Ryan, 1985, cited in Lucas, 2010, p.6) In other words, intrinsic motivation refers to motivation to engage in activity because it is enjoyable and satisfying to (Deci and Ryan, 1985, cited in Lucas, 2010, p.6) In general, intrinsically motivated learners are those ... 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... information about the students? ?? integrative and instrumental motivation towards listening comprehension learning, in other words, the information about their goals of learning listening comprehension. .. 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