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Motivation in Learning Listening Comprehension by First-Year English Major Students

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Motivation in Learning Listening
Comprehension by First-Year English Major
Students

Nguyễn Ngọc Lưu Ly

Trường Đại học Ngoại ngữ
Luận văn ThS. Chuyên ngành: Theory and methodology of English teaching
Mã số: 60 14 10
Người hướng dẫn: Hà Cẩm Tâm. Dr.
Năm bảo vệ: 2011

Abstract: This study investigates the integrative and instrumental motivation of HUI‟s
first-year English majors toward learning listening comprehension. In order to determine
their tendency toward the two kinds of motivation in learning listening comprehension,
the data were collected by quantitative method, i.e. using Zahra Vaezi (2008)‟s modified
25-item survey questionnaire which was adapted from Gardner (1985) ‟s AMTB and
Clement et al.‟s (1994). The questionnaire was delivered to 30 first-year English majors
at Ho Chi Minh University of Industry. The study reveals that the students possess very
high motivation and positive attitudes toward learning listening comprehension. In
addition, the paper shows that they are more instrumentally than integratively motivated
to learn listening comprehension.

Keywords: Tiếng Anh; Kỹ năng nghe hiểu; Nghe hiểu

Content
PART A: INTRODUCTION
1. 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 do 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.
2. 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.
3. 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).
4. Scope of the study
The study describes and examines the students‟ integrative and instrumental motivation
towards English language learning, in particular listening comprehension.

5. 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.
6. 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 1 - Literature Review- this chapter is intended to give some theoretical background
related to motivation and listening comprehension.
Chapter 2 - 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.


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