The impact of learners’ motivation in english acquisition a case of non english major students at tran dai nghia university

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
*********************

NGUYEN THANH NGA
THE IMPACT OF LEARNERS’ MOTIVATION IN ENGLISH
ACQUISITION: A CASE OF NON-ENGLISH MAJOR STUDENTS
AT TRAN DAI NGHIA UNIVERSITY

Nghiên cứu về ảnh hưởng của động cơ học tập đối với việc học Tiếng Anh của
học viên không chuyên tại trường Đại học Trần Đại Nghĩa

M.A MINOR THESIS
FIELD: ENGLISH TEACHING METHODOLOGY
CODE: 60140111

Hanoi, 2014


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL
STUDIES
FACULTY OF POST-GRADUATE STUDIES
*********************

NGUYEN THANH NGA
THE IMPACT OF LEARNERS’ MOTIVATION IN ENGLISH
ACQUISITION: A CASE OF NON-ENGLISH MAJOR STUDENTS
AT TRAN DAI NGHIA UNIVERSITY

Nghiên cứu về ảnh hưởng của động cơ học tập đối với việc học Tiếng Anh
của học viên không chuyên tại trường Đại học Trần Đại Nghĩa

M.A MINOR THESIS
FIELD: ENGLISH TEACHING METHODOLOGY
CODE: 60140111
SUPERVISOR: PHAN THE HUNG, Ph.D.

Hanoi, 2014


DECLARATION OF AUTHORSHIP
Student’s Declaration:
I, Nguyen Thanh Nga, hereby declare that the work entitled ‘The Impact of
Learners’ Motivation in English Acquisition: A Case of Non-English Major
Students at Tran Đai Nghia University’ is my own work. I did not copy from any
other people’s works except where dues reference or acknowledgement is made
explicitly in the text.
Signed: ___________________

Date: _________________

i


ACKNOWLEDGEMENTS
I am deeply indebted the Faculty of Post-graduate Studies, University of
Languages and International Studies, Vietnam National University, Hanoi as an
active learning environment where I have chance to receive knowledge and
experience life as a post-university student. Thanks to the school, I have been

approached professional training and educating that is required by modern society.
I would like to sincerely thank the teachers at the Post-graduate Studies for
providing me with foundation as well as advanced knowledge of English language
in learning process.
I am greatly indebted to PhD Phan The Hung, as my supervisor for
providing me with useful techniques to carry out the study. I also have
accumulated helpful experience from his suggestions and valuable comments on
the writing of this thesis.
My appreciation is also extended to a number of members of classes
DH03601 of the Faculty of Infantry Weapon and DH03801 at the Faculty of
Ammunition, with their truthful answers, I can complete my research. Their
support is greatly appreciated.
Very special thanks are due to my close friends who are Pham Le Nu Tuyet
Ngan, Do Thi Tuyet Suong, Nguyen Quynh Nga. With their suggestions and
contributions, I had many good ideas for my research, they are my fellowtravellers who shared happiness and difficulties with me throughout this research
period.
And last, but by no means least, my heartfelt thanks go to the members of
my family. They gave me the biggest encouragement to help me not feel pressure
to focus on this task. Without whose unfailing love, understanding,
encouragement, and support over time and distance, I could not have got this far.

ii


ABSTRACT
Motivation-a psychological aspect, which is considered as one of the most
crucial factors in English acquisition, is very important in fostering learner’
positive attitude toward the L2 learning process. However, how special the
influences of motivation on non-English major students in army environment is,
compared to other civilian training types. Thus, this study is conducted to

investigate some elements that motivate and de-motivate students in EFL courses
for basic purpose at Tran Dai Nghia University, an example of military schools.
The data was collected through the survey questionnaires and interview of 78
students in two classes of two different faculties in order to find out what should
be considered to improve teaching and learning quality of the L2 in this school.
Key words: Motivation, acquisition, motivate, de-motivate.

iii


TABLE OF CONTENTS
DECLARATION OF AUTHORSHIP .......................................................................... i
ACKNOWLEGEMENTS .............................................................................................ii
ABSTRACT ....................................................................................................................iii
TABLE OF CONTENTS ............................................................................................... iv
DEFINITION OF TERMS ..........................................................................................vii
LIST OF ABBREVIATIONS .....................................................................................viii
LIST OF TABLES AND FIGURES ............................................................................. ix
PART A: INTRODUCTION
1. Rationale ............................................................................................................... 1
2. Aims of the study .................................................................................................. 2
3. Scope of the study ................................................................................................. 2
4. Methods ................................................................................................................. 3
5. Design of the study ............................................................................................... 3
PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW ...................................................................... 5
1.1 Motivation .................................................................................................................. 5
1.1.1 Definition of motivation .................................................................................. 5
1.1.2 Motivation in English acquisition ................................................................... 6
1.1.3 Classification of motivation .......................................................................... 10

1.1.3.1 Intrinsic and extrinsic motivation ........................................................... 11
1.1.3.1.1 Intrinsic motivation ....................................................................... 11
1.1.3.1.2 Extrinsic motivation ...................................................................... 12
1.1.3.2 Integrative and instrumental motivation ................................................. 12
1.1.3.2.1 Integrative motivation ................................................................... 12
1.1.3.2.2 Instrumental motivation ................................................................ 13
1.1.4 De-motivation in language acquisition .......................................................... 13
1.1.5 Factors that influence students’ motivation in English acquisition ............... 14

iv


1.1.5.1 Teacher-related factors ............................................................................ 14
1.1.5.1.1 Professional competence ............................................................... 14
1.1.5.1.2 Teaching style ............................................................................... 15
1.1.5.1.3 Commitment to teaching ............................................................... 15
1.1.5.2 Learner-related factors ............................................................................ 15
1.1.5.2.1 Intelligence .................................................................................... 15
1.1.5.2.2 Aptitude ........................................................................................ 16
1.1.5.2.3 Personality .................................................................................... 16
1.1.5.2.4 Learning strategies ........................................................................ 17
1.1.5.2.5 Learners’ belief ............................................................................. 17
1.1.5.2.6 Age of acquisition ......................................................................... 18
1.1.5.2.7 Anxiety .......................................................................................... 18
1.1.5.3 Learning condition-related factors .......................................................... 18
1.1.5.3.1 Physical conditions ....................................................................... 18
1.1.5.3.2 Atmosphere in the classroom ........................................................ 19
1.2 Theoretical backgrounds of second language acquisition ....................................... 19
1.2.1 Definition of second language acquisition ..................................................... 19
1.2.2 Principles of second language acquisition ..................................................... 21

CHAPTER 2: METHODOLOGY ............................................................................... 23
2.1 Participants and setting of the study ......................................................................... 23
2.1.1 Participants ................................................................................................... 23
2.1.2 Setting of the study ........................................................................................ 23
2.2 Data collection .......................................................................................................... 24
2.2.1 Data collection instrument ............................................................................. 24
2.2.2 Data collection procedure .............................................................................. 25
2.2.3 Data analysis procedure ................................................................................. 26
CHAPTER 3: FINDINGS AND DISCUSSION ........................................................ 27
3.1 Findings .................................................................................................................... 27
v


3.1.1 Students’ attitude and reasons toward English and English acquisition ....... 27
3.1.1.1 Students’ attitude of English ................................................................... 27
3.1.1.2 Types of students’ motivation in SLA .................................................... 27
3.1.1.3 Students’ comments upon frequency of activities .................................. 29
3.1.2 Factors that influence students’ motivation in SLA at TDN University ....... 30
3.1.2.1 Teacher-related factors ............................................................................ 30
3.1.2.2 Student-related factors ............................................................................ 32
3.1.2.3 Learning condition-related factors .......................................................... 34
3.2 Discussion ................................................................................................................. 36
3.2.1 Techniques in teaching English at TDN University ...................................... 36
3.2.2 Factors that de-motivate students’ motivation in English acquisition .......... 37
3.3 Pedagogical implication ........................................................................................... 37
PART C: CONCLUSION
1. Conclusions of the study ........................................................................................... 39
2. Limitations of the study ............................................................................................ 40
3. Suggestions for further study .................................................................................... 40
REFERENCES ............................................................................................................. 41

APPENDICES ................................................................................................................ I
APPENDIX 1 ....................................................................................................................I
APPENDIX 2 .................................................................................................................IV

vi


DEFINITION OF TERMS
Motivation: the psychological feature that orientate an action toward a desired
goal.
Acquisition: cognitive process of acquire skill or knowledge.
Intrinsic motivation: situated within or belonging solely to nature of something.
Extrinsic motivation: one kind of motivation coming from outside factors.
Integrative motivation: one kind of motivation related to be assimilated to target
language -spoken countries.
Instrumental motivation: one kind of motivation related to use the language as
an instrument to get something.

vii


LIST OF ABBREVIATIONS
TOEFL: Test of English as a Foreign Language
TOEIC: Test of English for International Communication
IELTS: International English Language Testing System
ESL: English as a Second Language
SLA: Second Language Acquisition
TDN: Tran Dai Nghia
L2: Second language
IM: Intrinsic motivation

FL: Foreign language
ESP: English For Specific Purpose
EFL: English as Foreign Language
ESL: English as Second Language

viii


LISTS OF TABLES AND FIGURES
Table 1: Gardner’s Social-Educational Model of Motivation
Table 2: William and Burden’s (1997) framework of L2 motivation
Table 3: Students' measurement of preference toward English
Table 4: Students’ reasons for English acquisition
Table 5: The applied activities suggested by the students
Table 6: Effect of teacher-related factors on students’ motivation
Table 7: The measurement of learner-related factors to learning motivation
Table 8: The effect of learning-related factors toward learning motivation
Table 9: Students’ feeling about learning-related factors

ix


PART I: INTRODUCTION
1. Rationale
As one of the compulsory subjects in most schools, universities, as well as
institutes, English shows its importance in which the most popular language all
over the world in general and in Vietnam in particular. In addition, the
development of the language has been admitted through the requirement of having
such certificates as TOEFL, IELTS, TOEIC, etc… for application in a certain
company or institute; learning English is not only an opportunity but also a

necessary and sufficient condition for many people.
However, whether the positive attitude of learning English is shown by
students for their own purposes during the process or just being considered as a
normal required subject to complete a studying curriculum. This is really a big
reason that motivates or even though de-motivates students in the language
acquisition.
College of Military Technology Officer is also called Tran Dai Nghia
University, Ho Chi Minh city. As a teacher at Department of Basic Science,; from
my personal observation and my own teaching experience in two years, I see that
during all the English lessons with a variety of activities, only some students get
involved in the tasks whereas the others keep silent or do unrelated things.
Therefore, it is hard to find effectiveness and enthusiasm for English as foreign
language learning in students’ learning
In order to find the suggestible solutions to the problem, it is essential to
carry out an investigation on students’ motivation in English learning for general
purpose. In the field of second language acquisition (SLA), many researchers and
linguists have believed that motivation plays the initial role in the percentage of
success in English acquisition. Whether linguistic processes can be effective
despite a certain individual is really the subject-talented receptor without any
motivation.

1


For the mentioned reasons, I would like to conduct a study on ‘The Impact
of Learners’ Motivation in English Acquisition: A Case of Non-English Major
Students at Tran Đai Nghia University.’ The study is to have an investigation in
how subjective and objective factors can motivate and de-motivate students’
attitude in English learning. From that point, I also recommend some suggestions
to encourage non-English major students who are first year students at Tran Dai

Nghia University in the language learning.
2. Aims of the Study
In order to carry out the study, it begins with the aims of investigating the
motivation in English acquisition for general purposes among the first year nonEnglish students at Infantry Weapon Faculty as the representatives of military
participants along with some from Information Technology Faculty, the examples
of civilian students, at Tran Dai Nghia University. The research aims at the
following points:
-

To analyze students’ perception of the English learning for general
purposes.

-

To evaluate the influence of students’ motivation in the language
learning process in which divided into two opposite dimensions:
motivating and de-motivating.

-

To suggest some useful tips to foster students’ motivation in English
learning.

The thesis aims to solve the following questions:
-

What kinds of factors that motivate as well as de-motivate students’
positive attitude in English acquisition?

-

What approaches should be applied inside English for general purpose
classes in a military school?

3. Scope of the Study

2


It is said that the factors influence students in the success or failure of
learning a foreign language are numerous, among them motivation can be seen as
the priority aspect which is taken into account. The study mainly focuses on the
elements effect the students’ positive attitude during interacting with other
members inside the class in Basic English courses. The results of the study will be
carefully considered to foster the activeness of students in the military
environment at Tran Dai Nghia University, not for all of the students at
universities in Vietnam.
4. Method of the Study
Because the result of the study will serve the process of English teaching at
the school later, a case study, which is ‘an investigation using multiple sources of
evidence to study a contemporary phenomenon within its real-life context’
(Bonoma et al) cited in Kaplan et al (1988, 576), is taken into account. By using a
variety of data sources, the study employs the qualitative and quantitative case
study approach to explore the students’ perception and attitude toward English
learning through activities inside the class. With the following characteristics, the
qualitative research is suitable for further adaption, including seeking answers to a
question, systematically using a predefined set of procedures to answer the
questions, collecting evidence, producing findings that were not determined in
advanced, producing findings that are applicable beyond the intermediate
boundaries of the study. In this thesis, qualitative methods include open-ended

interviewing to the students dealing with students’ attitude toward language tasks
in periods, and analysis of responses to open-ended items on a survey
questionnaire. According to Mackey & Gass (2005,2), ‘quantitative research
generally starts with an experimental design in which a hypothesis is followed
by the quantification of data and some sort of numerical analysis is carried
out’. Quantitative methods are employed to collect and analyze data from survey
questionnaires. After that the insights and implications of the study is gained by
analyzing the collected data.
3


5. Design of the Study
The study consists of three parts organized as follows:
Part I entitles ‘INTRODUCTION’ outlining the background of the study
in which a brief account of relevant information such as the rationale, aims, scope,
methods and design of the study are provided.
Part II, the ‘DEVELOPMENT’, is subdivided into three chapters.
 Chapter 1 discusses the ‘LITERATURE REVIEW’, which provides
necessary and relevant theoretical concepts for the main contents of
the study; they are main approaches to motivation and de-motivation
in foreign language learning.
 Chapter

2:

‘METHODOLOGY’

presents

the

methodology

performed in the study. The chapter also deals with the participants’
feature and research instruments.
 Chapter 3: ‘FINDINGS AND DISCUSSION’, the analysis and
discussion on the data are based on the survey questionnaire, student
interviewing, they all belong to this chapter. Besides, it synthesizes
the data through the collected result from the above instruments as
the evidence for the process of the investigation.
Part III, the ‘CONCLUSION’ provides some recommendations to foster
students’ positive attitude in language learning for general purposes and
suggestions for further research.

4


PART II: DEVELOPMENT
CHAPTER 1

LITERATURE REVIEW

1.1 Motivation
1.1.1 Definition of motivation
As one of the possible needs, queries to investigate mentioned problems of
a specific activity (including what, who, why, how,...), the term ‘motivation’originated from the Latin root ‘movere’-which is represented by ‘why’ plays an
important role throughout the progression of these activities. Belonging to the
category of psychology, contemporary psychologists who have studied motivation
have paid much attention to this as determined aspect in a variety of fields.
For everyday usage, it is definitely hard to determine the definition of

motivation. Being considered as a very complicated phenomenon with variety of
aspects, according to Gardner (2006), it is impossible to determinate exactly what
definition of motivation is. In some cases, it is defined as answers of questions
why a person does something; why an individual pursues his or her aims and
objectives in way of initiating his/her behavior, continuing effort toward a goal
even though undesirable obstacles may exit.
In his former research, he chose to define motivation through specifying
four aspects of motivation:
-

a goal

-

effortful behaviour to reach the goal

-

a desire to attain the goal

-

positive attitudes toward the goal (Gardner, 1985)

In addition, the term ‘motivation’ has been treated differently by various
thoughts, Brown (2000), stated that motivation in behavior perspective is defined
as someone’s feeling of expectation of the last recompense, for examples.
Besides that, in their own field, cognitivists analyze the role of motivation
which is related to the learner’s decisions, that can be seen by Gardner (2007, 11)

5


in his saying, ‘the choices people make as to what experiences or goals, they will
approach or avoid, and the degree or effort they exert in that respect’.
Dörnyei (1998,117) pointed out that ‘Motivation is no longer seen as a
reflection of certain inner forces such as instincts, volition, will, and psychical
energy; neither is tie viewed in strictly behavioral term as a function of stimuli and
reinforcement.’
Wlodwoski (1985) explained motivation as the processes that can arouse
and instigate behaviour, give direction or purpose to behaviour, continue to allow
behaviour to persist, and lead to choosing or preferring a particular behaviour.
In case of a cognitive perspective, Burden (1197) assumed that motivation
relates to such issues as reasons why people manage to behave in certain ways,
what factors influence the option they choose, and it involves what students decide
as the reasons for attempting to achieve something.
Motivation, from the above perceptions, can be understood as a
psychological condition among the variety of aspects, which leads people to
achieve a goal in a particular situation. It is defined from making decision, forceful
aspects in conducting their mission, and wondering for the last reward.
1.1.2 Motivation in English acquisition
It can be sure that long-term goals for proficient learning achievement are
hard to accomplish, even individuals with the most remarkable abilities without
any sufficient motivation.
In learning a second language, a number of linguists discussed motivation.
They stated very different points of view about interest in foreign languages,
orientation, and attitudes toward the learning situation.
One of the noticeable perceptions should be mentioned is Gardner’s, he has
a distinction between language learning motivation and classroom learning
motivation when discussing about the term. The first one is ‘considered in the

socio-educational model of second language acquisition, the social context model,

6


the self-determination model, the willingness to communicate model, and the
extended motivational framework to name a few’.
The following table describes what he gives more explanation the first
among the above list that serves for the second language acquisition:
Table 1: Gardner’s Social-Educational Model of Motivation (Adapted from
Dörnyei, (1994).
Integrativeness
(can include an integrative orientation)
Motivation
 desire to learn
 intensity
 attitude
Attitudes
(can include an evaluation of a language teacher or course)
A great contribution to keep in mind belongs to Dörnyei (1994) (about of
his conceptualization of a general framework of L2 motivation:
 The Language level is described in two broad motivational subsystems:
integrative motivational subsystem and instrumental motivational
subsystem
 The learner level includes two components: need for achievement; selfconfidence which is about language use anxiety, perceived L2
competence, casual attributions and self-efficacy
 Learning situation level is constructed from
 Course specific motivational components consists of four elements:
interest (in the course), relevant (of the course to one’s needs),
expectancy (of success), satisfaction (one has in the outcome)

7


 Teacher specific motivational components relates to afflictive
motive; authority type; direct socialization of student motivation
which are modeling, task presentation and feedback.
 Group specific motivational components is concerned with goalorientedness, norm and reward system, group cohesion, classroom
goal structure
Crookes and Schmidt (1991) classify L2 learning motivation into four
areas:
 The micro level: involves the cognitive processing of L2 input. At the
micro level learner motivation is evidenced by the amount of attention
given to the input.
 The classroom level: tenets of expectancy-value and self-deterministic
theories are applied to the level stating that the expectancy of success
and amount of control over activities contributes to learner motivation.
 The syllabus level: refers to the choice of content presented and can
influence motivation by the level of curiosity and interest aroused in the
students.
 Outside the classroom level: involve informal interaction in the L2 and
long term factors.
In addition to this, Williams and Burden (1997) also contribute into the
system of perceptions about motivation in language learning.
Table 2: William and Burden’s (1997) framework of L2 motivation
(Adapted from Dörnyei, 2001)
Internal factors

External factors

Intrinsic interest of activity

Significant others:

- arousal of curiosity

- parents

- optimal degree of challenge

- teachers
- peers

8


Perceived value of activity

The

nature

of

interaction

- Personal relevance

significant others

- anticipated value of outcome

- mediated learning experiences

with

- intrinsic value attributed to the - the nature and amount of feedback
activity

- rewards
- the nature and amount of appropriate
praise
- punishments, sanctions

Sense of agency

The learning environment

- locus of causality

- comfort

- locus of control RE process and - resources
outcomes

- time of the day, week, year

- ability to set appropriate goals

- size of class, school

- class and school ethos

Mastery

The broader context

- feelings of competence

- wider family networks

- awareness of developing skills and - the local education system
mastery in a chosen area

- conflicting interests

- self efficacy

- cultural norms
- societal expectations and attitudes

Self-concept
- realistic awareness of personal
strengths and weaknesses in skills
required
- personal definitions and judgments
of success and failure
- self-worth concern
-learned helplessness

9

Attitudes
- to language learning in general
- to the target language
- to the target community and culture
Other affective states
- confidence
- anxiety, fear
Developmental age and stage
Gender
Accordingly, Park (2002) believes that motivation shapes as the total sum
of those elements of credence related to language learning environment such as
the target languages, their culture, the teachers, the learning task, and the
supporting materials, etc…
Gardner and Lambert’s theory argues that to have motivation in order to
learn an L2, it is required to have a positive attitude towards the L2 community
and even though it is essential for learners to have a desire to become a member of
that community (Clement et al., 1994).
Ebata (2008) declares in Naghmeh (2012) that motivation creates space in
which the communicators show off their successful L2 capacity through giving
them the self-confidence.
To sum up, despite the diversity in the arguments of psychologists and
linguists, motivation is an important element that represents for learners’ desires,
needs and it is ruled over by internal and external aspects.
1.1.3 Classification of motivation
Each linguist and psychologist suggests his/her own points when discussing
the different concepts of motivation, , The Social Psychological period was
marked by the early work of Robert Gardner and Wallace Lambert (1959) in
Clement et al., 1994), who asserted a broad classification of motivational aspects

10


into two main categories, integrative motivation and instrumental motivation. In
the late 1980s and early 1990s two new concepts were introduced and explored,
Deci and Ryan’s Self- Determination Approach (1985, in Ryan & Deci, 2000),
which is based on intrinsic and extrinsic motivation. The following parts will be
taken into accounts by investigating them through their perceptions.
1.1.3.1

Intrinsic and extrinsic motivation

1.1.3.1.1 Intrinsic motivation
Some linguists have defined the origin of intrinsic motivation; it comes
from the satisfaction about the enjoyment of the process of increasing one’s
competency about particular academic tasks individually (Deci & Ryan 2000;
Walker, Greene, & Mansell, 2006).
Wu describes ‘the characteristics as an individual being motivated to act on
an activity for the pure joy that accompanies such activity without any external
factors or motives’ (2003,502). For example, a student takes part in a language
course and is enthusiastic in completing given tasks because of his or her own
enjoyment without pressure even though positive and negative force from outside
agents could be considered to have intrinsic motivation. Learners learning a
language with intrinsic motivation are motivated for the reason of their enjoyment
of gaining competence and the pleasure that the activities can have producing new
language
Furthermore, the intrinsic motivation is also subdivided into three types
according to Junko (2005:45):
 Intrinsic motivation to know which is abbreviated by IM-knowledge
referring to the reason of taking part in an activity for the pleasure of

developing knowledge or new idea.
 Intrinsic

motivation

toward

accomplishment,

the

IM-

accomplishment which is ‘the feeling associated with attempting to realize
a goal or master a task’.

11


 IM-stimulation that stands for intrinsic motivation for experience
stimulation ‘relating to motivation based on the sensations stimulated by
doing a task, i.e., fun and excitement’.
Coming from the internal reasons or goals that give rise to an action in
general and in language acquisition in particular, intrinsic motivation refers to
doing something- willingly participating in each language task, enthusiastically
interacting with peers inside the classroom, etc… because it is inherently
interesting or enjoyable.
1.1.3.1.2 Extrinsic motivation
In contrast to intrinsic motivation, extrinsic motivation is motivation
induced by rewards or punishment dependent upon success or failure in the task

(Deci & Ryan 2000; Walker, Greene, & Mansell, 2006).
From Junko’s point of view (2005, 45), ‘extrinsic motivation includes three
different kinds which are external regulation, introjected regulation and identified
regulation.’
Schmidt et al (1996) gives the definition of this kind of motivation as
motivation to obtain external rewards from the activity itself.
Forgetting the incident enjoyment of learning the language, extrinsic
motivation emphasizes the awareness of getting desired outcome as a goal.
1.1.3.2

Integrative motivation and Instrumental motivation
Although two different perceptions of the field were analyzed, the students

here trend to follow the below types in which English is studied to provide them
with more instrument for further study in the future.
1.1.3.2.1 Integrative motivation
The Gardnerian theory of L2 learning motivation cited in Liuolienė et al
(2006, 94) proposes that ‘integrative orientation refers to a learner’s desire to learn
more about the cultural community of the target language or to assimilate to some
degree in the target community’.

12


In other words, it reflects the learner’s willingness or desire to be like a
representative member of the other language community (Gardner & Lambert,
1972). To get familiar with the target language in the culture and to fall in line
with native-citizen are their reasons to understand the language. They are all
considered as integrative motivation.
According to the process of teaching military students at the school,

soldiers show their integrative motivation in the language learning through trying
their best to get high score in every test
1.1.3.2.2 Instrumental motivation
Contrary to Gardner’s focus on integrativeness, Dörnyei (1994) asserted
that in a FL setting instrumental orientation would have a greater influence on
language learners
Along with Dörnyei , Oxford calls for research regarding FL settings:
‘perhaps instrumental motivation or orientation should have a greater prominence
in theory and research, at least in certain settings, most notably FL environments’
(1996b, 4)
Gardner (1985, 94) mentions in his research, instrumental orientation, is a
more utilitarian orientation; it refers to learners ‘desires to learn the language in
order to accomplish some non-interpersonal purpose such as to pass an exam or to
advance a career.
In fact, students at the school show their concern in the language in order to
improve their language skills, to feel the world themselves.
1.1.4 De-motivation in language acquisition
Because of one kind of psychological feature, students’ motivation is not
always a sustainable state. With supporting factors, it can be a positive reason that
foster students’ language acquisition; however, it may be changed into an opposite
one that is called ‘de-motivation’. The term is defined as ‘‘specific external forces
that reduce or diminish the motivational basis of a behavioral intention or an
ongoing action’, according to Dörnyei (2001, 143).
13


From Baldauf’s et al observation, de-motivation negatively impact on
learners by hindering the determination to achieve the expected outcomes in
learning process. (2007)
Similar to this, Deci and Ryan (1985) posits another kind of motivational

construct which is termed ‘a-motivation’ happening when ‘students do not
perceive contingencies between outcomes and their own actions, when individuals
experience feeling of incompetence and expectancies of uncontrollability’ cited in
Robert J. (1992,1007).
Dörnyei (1998) makes the term clearer by adding a list of factors demotivating students’ learning: they are teachers' personalities, competence,
teaching methods, inadequate school facilities, reduced self-confidence, negative
attitude toward the foreign language studied, compulsory nature of the foreign
language study, interference of another foreign language, and attitudes of group
members.
1.1.5 Factors that influence students’ motivation in language acquisition
Motivation, a psychological element that exists in the individual
consciousness, can manifest in outward manner, behaviors in way of students
respond to the particular situation inside the class. It is influenced by the student’s
experiences in the classroom, characteristics of the teacher, the curriculum,
pedagogical procedures, etc.; this is also the scope of interest of theorists who
concern the correlation between subjective and objective factors affecting
learners’ motivation in language acquisition. The following parts will show more
detail about it.
1.1.5.1

Teacher-related factors
Being rated as one of the factors that directly affect the learning motivation

of students, the teacher with their professional competence, teaching style,
commitment to teaching.
1.1.5.1.1 Professional competence

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