Phân tích quan điểm của chủ nghĩa duy vật biện chứng về nguồn gốc, bản chất của ý thức và mối quan hệ giữa vật chất và ý thức ý nghĩa phương pháp luận của mối quan hệ giữa vật chất và ý thức đối với nhận thức

`
BỘ GIÁO DỤC & ĐÀO TẠO
TRƯỜNG ĐẠI HỌC Y PHẠM NGỌC THẠCH
Y ĐA KHOA

LUẬN VĂN
7/2017

Đề bài

: Phân tích quan điểm của chủ nghĩa duy vật biện chứng về nguồn

gốc, bản chất của ý thức và mối quan hệ giữa vật chất và ý thức. Ý nghĩa phương
pháp luận của mối quan hệ giữa vật chất và ý thức đối với nhận thức và hoạt động
thực tiễn?

Giảng viên : Dr. Nguyễn Thu Hương and Dr. Lê Mộng Diễm Hằng
Sinh viên

: Phạm Thụy Ý Nhi-2133602



LỜI CẢM ƠN


TRÍCH YẾU


TABLE OF CONTENTS
LỜI CẢM ƠN.....................................................................................................i

TRÍCH YẾU......................................................................................................ii
1. Nguồn Gốc Ý Thức..................................................................................1
1.1. Thuộc Tính Phản Ánh Của Vật Chất và Sự Ra Đời Của Ý Thức......1
1.2. Vai Trò Của Lao Động và Ngơn Ngữ Trong Hình thành và phát triển
của ý thức....................................................................................................1
1.1. Research Aims.........................................................................................2
1.2. Research Questions..................................................................................2
1.3. Significance of the Study.........................................................................2
1.4. Limitations of the Study..........................................................................2
1.5. Organization of the Thesis.......................................................................3
1.6. Chapter Summary....................................................................................3
CHAPTER 2: LITERATURE REVIEW............................................................4
2.1. Definition of Motivation..........................................................................4
2.2. Theories of Motivation............................................................................5
2.2.1. Behavioral perspective......................................................................5
2.2.2. Cognitive perspective........................................................................5
2.2.3. Constructivist perspective.................................................................6
2.3. Types of Motivation................................................................................7
2.3.1. Intrinsic motivation...........................................................................7
2.3.2. Extrinsic motivation..........................................................................7
2.4. Motivating Teenagers..............................................................................7
2.5. Relevant Studies......................................................................................8


2.6. Chapter Summary....................................................................................9
CHAPTER 3: METHODOLOGY....................................................................10
3.1. Quantitative...........................................................................................10
3.2. Instrument Construction........................................................................11
3.2.1. Questionnaire constructs.................................................................11
3.2.2. Questionnaire items.........................................................................11

3.2.3. Content validity...............................................................................16
3.3. Population and Sampling.......................................................................16
3.4. Subjects.................................................................................................17
3.5. Data Collection......................................................................................17
3.6. Data Analysis.........................................................................................18
3.6.1. Factor analysis................................................................................18
3.6.2. The Descriptive statistics................................................................22
3.6.3. One sample t-test.............................................................................22
3.6.4. Independent samples t-test..............................................................22
3.7. Chapter Summary..................................................................................22
CHAPTER 4: FINDINGS AND DISCUSSIONS............................................24
4.1. Teenagers’ Learning Motivation............................................................24
4.1.1. Respondent profiles.........................................................................24
4.1.2. Motivating factors...........................................................................24
4.2. Differences between Intrinsic and Extrinsic Motivation........................27
4.3. Differences between VUS and Trí Việt Students’ View of Motivation. 28
4.4. Chapter Summary..................................................................................30
CHAPTER 5: CONCLUSION.........................................................................32


5.1. Conclusion.............................................................................................32
5.2. Implications...........................................................................................33
5.2.1. For VUS and Trí Việt administrators..............................................33
5.2.2. For English teachers in VUS and Trí Việt language center.............34
5.3. Limitations and Recommendations for Further Studies.........................34
REFERENCES.................................................................................................36
APPENDIX A..................................................................................................41
APPENDIX B..................................................................................................45

1. Nguồn Gốc Ý Thức
1.1.

Thuộc Tính Phản Ánh Của Vật Chất và Sự Ra Đời Của Ý Thức

Phản ánh là thuộc tính chung của mọi dạng vật chất. Đó là năng lực giữ lại, tái
hiện hệ thống vật chất này những đặc điểm của hệ thống vật chất khác trong q
trình tác động qua lại.
Cùng với sự tiến hóa của thế giới vật chất, thuộc tính phản ánh của nó cũng phát
triển từ thấp đến cao, từ đơn giản đến phức tạp. Trong đó ý thức là hình thức phản
ánh cao nhất của thế giới vật chất.
Ý thức là một dạng thuộc tính của dạng vật chất có tổ chức cao của bộ não người,
là sự phản ánh thế giới khách quan vào bộ óc con người.
1.2.

Vai Trị Của Lao Động và Ngơn Ngữ Trong Hình thành và phát
triển của ý thức

From what I have experienced when working as a Teaching Assistant (TA) in a
language center in Ho Chi Minh city, students’ motivation, especially teenagers’
learning motivation is different from what teachers have expected and from what I
have known through literatures. One of the most interesting case is that, students
asked for Korean videos instead of English videos during the break time. They
showed interest in other languages while learning English in such a convenient
condition. Through conversations in class, I found out that teenagers’ motivation
to learn in Vietnamese USA Society (VUS) and Trí Việt is very interesting. This
shed light for me to conduct a research about their motivation.

1

1.1. Research Aims
The main aim of this research is to investigate teenagers at VUS and Trí Việt
language center’s learning motivation. Following are sub-aims of the research:
 To find out the difference between extrinsic and intrinsic motivation;
 To find out the differences in motivation between teenagers in VUS and
teenagers in Trí Việt language center.
1.2. Research Questions
Research question 1: What are the factors that influence EFL teenagers’
motivation for learning English at language centers? 
Research question 2: Are there significant differences among the factors that
influence EFL teenagers’ motivation for studying English?
Research question 3: Are there significant differences in motivation between
teenagers in VUS and teenagers in Trí Việt language center?
1.3. Significance of the Study
Investigating teenagers’ learning motivation, this research will contribute to the
understanding of students’ learning motivation in the Vietnamese practice at VUS
and Trí Việt, especially in the field second language teaching. Therefore, it may
help improving current teaching practices by bridging the gaps between students’
expectations and teachers’ interpretations of students’ needs at VUS and Trí Việt.
Hence, somehow, it will make a contribution to Vietnamese educational system.
1.4. Limitations of the Study
Since this study was implemented in a short period of time, limitations are
inevitable. The limitation of the research is that its results are not statistically
2


significant because of the number of subjects selected based on convenience
sampling. Moreover, the study results cannot be generalized because there was
unreliable responded questionnaires during the survey. Therefore, although the

research somehow contributes to the understanding of teenagers’ motivation, the
reliability of the results is limited.
1.5. Organization of the Thesis
This thesis consists five chapters. The first chapter provides the introduction of the
research, its background, objectives, research questions, and significance. The
second chapter, Literature Review, presents an overview of empirical researches
as well as the research frameworks. The third chapter, which is Methodology, is
the explanation for the data collection and data analysis methods used in the study.
The fourth chapter, Findings and Discussions, is the representation of the study
results. The final chapter, Conclusion and Recommendations is a brief restatement
of research purposes and recommendations.
1.6. Chapter Summary
This chapter is the introduction of this thesis, including the background to the
study, problems which lead to the research, research aims, research questions, the
significance of the study, and its limitations. The first part is the background to the
study, which draws an overview of previous research situation on learning
motivation. The second part is problems leading to the research conduction. The
third and fourth part are research aims and research questions. The last two parts
are the significance of the study and its limitations.

3


CHAPTER 2: LITERATURE REVIEW
This chapter will present the theoretical framework of this study, including related
motivation theories and empirical studies which shed light to the research.
2.1. Definition of Motivation
There are various definitions of motivation since it is an area of interest in
psychology. Literally, motivation is defined as “the reason why you want to do
something” (Longman Dictionary of Contemporary English, 2006). It is also

defined as “the moving power that elicits vigorous effort to learn or to do things”
(Mondal, 2017). More specifically, Brown (2000) referred motivation as “the
extent to which you make choices about (a) goals to pursue and (b) the effort you
will devote to that pursuit”.
In education, the main idea of motivation is to “capture the child’s attention and
curiosity and channel their energy towards learning” (Lumsden). Motivation
strongly affects students’ learning capacity (Budden, 2003). It is the key factor
which decides students’ quality learning involvement and commitment to learning
process (Administrator, 2010). Unmotivated students may be inattentive
throughout the lesson while motivated ones are well-performed (Schunk, Pintrich,
& Meece, 2008). Motivation plays an important role in education.
In second language learning aspect, motivation is associated with the engagement
in valued enterprises such as the desire to belong to multiple communities.
Researchers have begun to re-theorize motivation relating to concepts of self and
identity. Linking motivation to identity goals and formation, researchers focused
more on two factors contribute to and are shaped by current situated motivational
process, which are long-term developmental processes and personal trajectories
(Garol Murray, Xuesong Gao, & Terry Lamb, 2011). This view of on the
4


developmental trajectories of motivation and identity emphasized the importance
of socialization in promoting motivation. They believed that identity grows and
changes in response to the encouragement and pressure from culture, socializers,
peers and other significant others within one’s social circle (Brophy, 2009)
2.2. Theories of Motivation
Numerous theories of motivation have been proposed over the past decades. There
emerged three different perspectives following motivation’s schools of thoughts,
which are behavioristic, cognitive and constructivist perspectives.
2.2.1. Behavioral perspective

In this school of thought, motivation is defined as “the anticipation of
reinforcement” (Brown D. , Teaching by Principles, 2000). Behaviorists believed
that external forces such as parents, teachers, peers, educational requirements, job
specifications play the key role in motivating behavior (Brown D. , Principles of
Language Learning and Teaching, 2007). Learners, in the behavioral perspective,
chase goals with the purpose of receiving external rewards (Brown D. , Teaching
by Principles, 2000) (sua lai citation, bo ten quyen sach)
2.2.2. Cognitive perspective
This perspective emphasizes the individual’s decision. Motivation is viewed as
“the choices people make as to what experiences or goals they will approach or
avoid, and the degree of effort they will exert in that respect” (Keller, 1983)
(citation 2 lan). Santrock (2009) further suggested that people thoughts guide their
motivation. Six underlying needs driving decisions, as identified by cognitive
psychologists are the need for exploration, the need for manipulation, the need for
activity, the need for stimulation, the need for knowledge, and the need for ego
enhancement (Ausubel, 1968) (citation 2 lan).
5


2.2.3. Constructivist perspective
In constructivist view of motivation, social contexts and individual personal
choices are

emphasized

(Williams,

& Burden, 1997). Motivation,

as

constructivists believed, is derived from interactions with others as well as from
one’s self-determination (Brown D., 2007). People have different motives guiding
them to act uniquely; however, they always act within cultural and social milieu
(Brown D., 2007).
Brown (2007) believed that to learn a foreign language, people need some of all
three levels of motivation. Following is his representation of views of motivation.
Table 1: Brown's representation of three views of motivation
Behavioristic
Anticipation of reward

Cognitive

Constructivist

Driven by basic human Social context
needs

(exploration,

manipulation, etc.)

Community

Desire to receive positive
reinforcement

Degree

of

effort Social status

expended
Security of group
External,

individual Internal,

forces in control

individual Internal,

forces in control

6

interactive

forces in control


2.3. Types of Motivation
The other way to examined motivation is to divide it into two types based on the
reasons or goals rising to actions, which are intrinsic motivation and extrinsic
motivation (Deci, & Ryan, 1985).
2.3.1. Intrinsic motivation
Intrinsic motivation is defined as the reason why people perform activities for
satisfaction or pleasure (Brown, 2007). In other words, intrinsic motivation is the
internal motivation to do something for its own sake (Santrock, 2009). It occurs

when people act without external rewards (Coon, & Mitterer, 2010). Intrinsic
motivation energizes the individual’s behaviors and interest for activities
(deCharm, 1968). Intrinsically motivated behaviors, as Brown (2007) believed,
aim to bring certain internal rewarding such as feelings of competence and selfdetermination.
2.3.2. Extrinsic motivation
Extrinsic motivation is defined as the external motivation to do something to
obtain something (Santrock, 2009). It means to motivate students to learn for other
reasons such as rewards, graduating or passing a test or avoiding a penalty
(Lumsden). This type of motivation is strongly influenced by external incentives
such as rewards and punishments (Santrock, 2009).
2.4. Motivating Teenagers
Traditionally, motivation has been characterized as individual variable (Garol
Murray, Xuesong Gao, & Terry Lamb, 2011). Therefore, the individuality of
learners must be addressed in motivation theories (Ushioda, 2009). Different types
of learners have different motives for learning.

7


One of the most challenged job teachers have to face is motivating teenagers and
young adults to learn (Malinchak, 2011). Teenagers’ learning motivations are
determined by the configuration of the system of values of each adolescent. For
teenagers, they are often motivated by friends, freedom and funs (Guilford, 2011).
They need to be convinced to learn by the feeling of connected to peers and others
(May, 2014).
2.5. Relevant Studies
There are numerous studies of motivation has been conducted. Among them,
although there are studies focusing on the motives of second language learners, it
has been found out that they focused on perception and attitude of learners about
their motivation. Following is the synopsis of studies in term of (a) subjects, (b)

objectives, (c) data collected.
First, the subjects of previous studies are primary students, secondary students,
high school students and university students from all over the world. The number
of participants ranging from 17 (Leslie, 2010) to 591 (Juriševič; Pižorn, 2013), in
which mostly are university students.
Second, the objectives of those studies are to investigate students’ perception and
attitude toward external factors which affect their learning motivation (Zainal,
Shahrani, Yatim, Rahman, Rahmat, & Latih, 2011), (Simmons, 2014), (Giota,
2001), (Tsuda, 2003), (Djigunović, 2012), (Navarro-villarroel, 2011); to measure
levels of motivation and to compare teaching program (Stegmann, 2013); the
influence of motivation (Saeed, & Zyngier, 2012); the reasons why students are
unmotivated (Dislen, 2013); and tips to motivate students (Carlton, & Winsler,
1998), (Crow, 2009), (Kusurka, Croiset, & Catte, 2011), (Leslie, 2010), (Paxton,
& Pamela, 2006)

8


Third, the data in prior studies is collected from surveys, interviews, students’
assignments, and students’ journals. The main information collected is students’
feelings, belief, and test scores.
It is clearly from what has been presented that previous studies have contributed to
the understanding of motivation. However, those studies have not focused on
teenagers from middle and high class family’s learning motivation. Furthermore,
prior studies tend to explain teenagers’ learning motivation using behavioristic
theories. There are few studies mentioned teenagers’ learning motivation in
cognitive and constructivist point of views but their explanations for teenagers’
motives are not clear.
2.6. Chapter Summary
This chapter presents the motivation theories and the summary of related studies.

The first part is the definition of motivation. The second part is

9


CHAPTER 3: METHODOLOGY
This chapter will describe methods used in collecting and analyzing data, the
process of data collection and analysis as well as the demographic information of
the research sample.
3.1. Quantitative
With the purpose of achieving research objectives, the quantitative method in
which a survey is used as a tool to collect data was employed because of its
exceptional advantage in collecting large number of data in a short period of time
(Mitchell, & Jolley, 2012). Following is the figure presents the process of this
quantitative research.

Literature Review

Research
Framework

Draft
Measurement

Questionnaire

Data Collection

Data Analysis

Discussion and
Conclusion

Figure 1: Research process

10


3.2. Instrument Construction
Composing a questionnaire requires a process of many steps including pilot
interview, gathering information from empirical studies, adopting items,
translating into Vietnamese and checking content validity. After completing these
steps, an official questionnaire consists of 26 items was created (Appendix A).
3.2.1. Questionnaire constructs
After pilot interview, constructs of the questionnaire are chosen from Brown’s
representation of views of motivation (Brown, D., 2007). There are 3 constructs,
which are ‘Internal, Individual forces in control’, ‘Social context’ and ‘Degree of
effort expended’, are not used in the questionnaire since it not practical with
teenagers. One of Brown’s limitations is that he provided conceptual model with
neither related items nor clear explanations. Therefore, his constructs are
interpreted using other psychological theories. The following part is the
explanation of the research items of this research.
3.2.2. Questionnaire items
The items of the questionnaire are adopted from prior studies which have related
items match with Brown’s constructs and changed the context to suit the
background of this research. All of the items adopted have positive meaning
except one item “The teacher seem emotionally cold to me”. Therefore its
meaning has been changed from the originally negative “The teacher seem
emotionally cold to me” to the more positive one “The teacher do not seem
emotionally cold to me” for the easier coding process in data analysis.

11


Table 2: Items adopted
Views of

Questionnaire

motivation

constructs

Original items

Sources

I am keenly aware of the Using

Learner

goals I have for getting Controlled

Anticipation of rewards

good grades

Progress-Based
Rewards to Promote

I am strongly motivated Motivation
by the recognition I can
earn from my family, and Achievement of

At-Risk Students in

friends, or teachers

Managed

I am strongly motivated

Desire to receive positive reinforcement

Behavioristic

by the grades I can earn.

My

teachers

in Student

acknowledge Behaviors

appropriate behavior
My teachers’ instruction
actively

engaged

students in observable
ways

12

Environments

Approvals

strategies/systems
to

Learning

have Increasing Teacher

multiple
place

Online

Classroom

and
Positive
in

the

My

teachers

more

provide
frequent

acknowledgement
appropriate
than

for

behaviors
inappropriate

behavior
I want to meet my peers Turkish
who can speak English

Young

Language Learners’
Attitudes

External, individual forces in control

I learn English to go English
abroad.

Towards

I want to visit countries
where English is spoken
as a native language.

I want to answer the
questions

asked

in

manipulation…)

needs (exploration,

Driven by basic human

Cognitive

English classes
Course content develops Effect
my knowledge

of

perceived

student
service

quality on student

Classroom equipped with satisfaction, loyalty
teaching aids
and motivation in
13


Campus environment is Indian
convenient for study
Teachers treat students in

universities

Development

of

HiEduQual

equal manner

I get many chances to Effects of extrinsic
show my talents in class

and intrinsic

Constructivist

I feel very competent motivation
participation in
when using English
I often feel confident
when using English in
the language center

on

crowdsourcing
contest
A

perspective

Social status

self-determination
theory

14

of

The teacher does not An evaluation of
seem emotionally cold to the construct of

Security of group

me

earned security in

The teacher spoke to me adolescents:
in a warm and friendly Evidence from an
voice
inpatient sample
The teacher appeared to
understand my problems

I make friendship with
forces in control

Internal, interactive

and worries

other students
I know others
I do favor for this class
The reason I participate Effects of extrinsic
in

this

crowdsourcing and intrinsic

contest is because of
ctivist

what it stands for,
Community

Constru

i.e. its values

motivation

on

participation in
crowdsourcing

I have a strong sense of contest
belonging towards the A perspective of
English
community self-determination
(friends, family)
15

theory

If the values of the
language

center

were

different, I would not
choose it
The questionnaire items were created based on five points Likert scale with
numerical value from one to five for each degree of agreement ranging from (1)
“Totally disagree”, (2) “Disagree”, (3) “Partly agree”, (4) “Agree”, (5) “Totally
agree”. Participants were asked to choose the number which matched their level of
agreement for each item. Data collected was transformed into numerical values to
analyzed using descriptive statistics.
3.2.3. Content validity
After adopting items from well-published studies, the questionnaire was then
translated from English to Vietnamese. Before the survey initialized, the draft
questionnaires were given for three lecturers and a group of seven English major
students to check the suitability of the content and language used in the
questionnaire. From what have been responded, only item number one in the
questionnaire need to be changed the language used in translation, from “Tơi thích
học tiếng Anh ở Trí Việt/ VUS là vì thành tích tơi có thể đạt được” to “Tơi thích
học tiếng Anh ở Trí Việt/ VUS là vì Trí Việt/VUS bảo đảm tơi có thể đạt thàn’;
k.h tích cao trong học tập”, as suggested by one lecturer.
3.3. Population and Sampling
Population chosen in this study are students studying English in different language
centers VUS and Trí Việt language center. However, it is impossible to have the
detail demographic information of them. In VUS, those information is considered
as confidential. In Trí Việt language center, the number of students is changing

16


frequently through time without clearly record; therefore, the staffs could not
provide exactly the number of them. 50 students are from VUS and 88 are from
Trí Việt. VUS and Trí Việt are two language centers different in target students
and program designed. VUS focuses on students from high class families while
Trí Việt focuses on middle class families.
Convenience sampling is chosen for this study as the only option because of the
complicated bureaucracies to get the permission for surveying teenagers in
language centers. Moreover, since this research has to be finished in three month
time, only convenience sampling can provide enough samples for data analysis.
3.4. Subjects
The subjects in this study are 138 teenagers from 12 to 16 years old in VUS and
Trí Việt language center. They choose those language center to study extra English
classes outside their compulsory schools. For those students, English is a
compulsory subject in their schools; therefore, they study in extra-curriculum
classes to improve their English ability.
3.5. Data Collection
At the beginning, the study data was intended to be collected in VUS. However,
because there were mismatches between the managers, they stopped the survey.
Therefore, the number of questionnaires collected from VUS was only 55.
Data collection process was started by a meeting with Hoa Sen University Staffs
who are in charge of connecting Hoa Sen Univeristy students with the businesses
to find appropriate language centers for the survey. After that, a consent form with
the signature of the Head of Hoa Sen University Department of Language and
Cultural Studies was sent to the managers of language centers to ask for the survey
permission (Appendix B). After gaining permission, the survey initialized from
17

May 7th to May 10th , 2017. 150 questionnaires were given to participants and it
took them about 10 to 15 minutes to complete all the items. After the survey
finished, 145 questionnaires were responded but only 138 can be used for the data
analysis.
3.6. Data Analysis
After data was collected, SPSS (Statistical Package for Social Sciences) version 22
was used as a tool to analyze data with the purpose to calculate the reliability, and
the mean scores for constructs and items to answer the research questions.
3.6.1. Factor analysis
Varimax rotatation with Kaiser Normalization was employed to explore clusters of
items (Hair et al., 2006). The KMO (Kaiser-Meyer-Olkin), was conducted 11
rounds to eliminate items with low loading factor less than 0.6. In the last round,
after eliminating unsatisfied items (item 21, 18, 10, 24, 5, 6, 4, 13, 12, and 11), the
KMO (Kaiser-Meyer-Olkin) result valued 0.757, indicating sufficient items for
each factor. The Bartlett’s test of Sphericity result was less than 0.05 indicated the
difference between correlation matrix and identity matrix (Nancy Leech, Karen
Barrett, & George Morgan, 2005). Each of the variables left had satisfactory
loading factor (above 0.6).
Table 3: Rotated Component Matrix

Q1

1

Component
2
3
.789

Q2

.749

Q3

.764

Q7

4

.674
18

5