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Motivation for learning standard spoken English : a study of adolescent English language learners in Singapore
Author
Tan, Audrey Peck Lian
Supervisor
Goh, Christine Chuen Meng
Abstract
This study sought to explore the factors that motivate Singapore students to learn and use standard spoken English. The study involves a questionnaire survey of 77 students from a variety of secondary schools and junior colleges, and from both English-speaking and non-English speaking homes. The participants' responses are examined according to the constructs of Attention, Relevance, Confidence and Satisfaction, based on John Keller's ARCS Model which we applied within a broad learning context of home, school and society. In-depth individual interviews were also conducted with students from Chinese-speaking homes. These students were judged by three independent assessors as speakers of standard English and non-standard English. The participants’ attitudes to learning standard English and the problems they faced are also examined.
One of the main findings was that the English Language teacher appeared consistently as the most important factor under all four constructs of Attention, Relevance, Confidence and Satisfaction. The interview results further suggested that a positive influence from even just one of three factors: a conducive school environment, EL teachers or peers is adequate in motivating students from non-English speaking homes into successfully learning and using standard spoken English. The less successful speakers have not experienced the compensatory positive influence from any of these factors. In addition, the study suggested that the absence of positive factors had deprived some highly motivated students of the opportunity to become successful speakers.
One of the main findings was that the English Language teacher appeared consistently as the most important factor under all four constructs of Attention, Relevance, Confidence and Satisfaction. The interview results further suggested that a positive influence from even just one of three factors: a conducive school environment, EL teachers or peers is adequate in motivating students from non-English speaking homes into successfully learning and using standard spoken English. The less successful speakers have not experienced the compensatory positive influence from any of these factors. In addition, the study suggested that the absence of positive factors had deprived some highly motivated students of the opportunity to become successful speakers.
Date Issued
2007
Call Number
PE1068.S55 Tan
Date Submitted
2007