31.538, Diss: English; Applied Linguistics; Language Acquisition: Muhammad Shahbaz: ''A study of motivational factors for English language learning in Pakistan: a socio-contextual perspective''

[The LINGUIST List]

LINGUIST List: Vol-31-538. Thu Feb 06 2020. ISSN: 1069 - 4875.

Subject: 31.538, Diss:  English; Applied Linguistics; Language Acquisition: Muhammad Shahbaz: ''A study of motivational factors for English language learning in Pakistan: a socio-contextual perspective''

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Date: Thu, 06 Feb 2020 12:39:54
From: Muhammad Shahbaz [m.shahbaz at gcwus.edu.pk]
Subject: A study of motivational factors for English language learning in Pakistan: a socio-contextual perspective

 
Institution: Northeast Normal University 
Program: PhD English Language and Literature 
Dissertation Status: Completed 
Degree Date: 2012 

Author: Muhammad Shahbaz

Dissertation Title: A study of motivational factors for English language
learning in Pakistan: a socio-contextual perspective 

Linguistic Field(s): Applied Linguistics
                     Language Acquisition

Subject Language(s): English (eng)


Dissertation Director(s):
Liu YongBing

Dissertation Abstract:

This work sets to explore the motivation of young Pakistani students to learn
English in the first year of their tertiary education. English is highly
emphasized in education system and it is taught from grade one in Pakistan.
The demand of English for the country‘s needs is never greater than current
scenario as twenty first century is posing many different economic, political,
and social challenges. In the meantime, motivation has always been
acknowledged as a major factor for successful language learning. There is no
denying in accepting this role of motivation across contexts but recent
literature has pointed out its complexity and dynamicity in different settings
and particular contexts. This trend has encouraged the use of multiple
frameworks and mixing different methodologies for research in second or
foreign language learning motivation. This is offering new possibilities for
bringing new perspectives from academically unexplored areas of second
language acquisition.

Therefore, this thesis endeavors to investigate second or foreign language
learning motivation in Pakistani context, focusing on multiple theoretical
frameworks of second language motivation research. The basic purpose was to
find out some of the motivational factors that enhance English language
learning motivation of Pakistani students. At the same time, the effects of
different socio-contextual factors were also studied to understand unique
features of socio-cultural setting of Pakistan. Considering motivation as a
vibrant assemblage of sensitive cognitions and affective to stimulate
individual learning, this study adopted a mixed methods approach to spotlight
some of the important factors of English language learning motivation for
Pakistani students in their first year of college studies. 

A group of five hundred and forty-seven students responded to motivational
elements questionnaire while twenty-four participants were interviewed at the
same time to understand group preferences as well as underlying
individualistic beliefs of English language learners in Pakistan. In
accordance with recent debates in the field, results present a complex picture
of English language learning motivation for the studied group of learners.
Both quantitative and qualitative data show that multiple factors work
intertwiningly for students to sustain motivation and no single factor can be
solely stressed for motivation of English language learners in Pakistan.
However, descriptive, inferential and interpretive analyses have outlined four
prominent factors that played a significant role in the motivation of these
students. These factors are attitude towards learning English, international
orientation, ideal L2 self and instrumental motivation.

 Results indicate that all students are motivated to learn English and English
as an international language is of particular importance. A desire to
establish local as well as global identities provide strong motivation to
learn English. Those students who have developed an elaborate and vivid image
of their desired future selves are highly motivated and successful language
learners as compared to other students. The data analyses show that students
are not integratively motivated to learn English and there is no evidence for
strong cultural interest or positive attitude towards target language
community. Many students are instrumentally motivated and learn English for
higher education and to secure respectable jobs in the society. English
anxiety, within and out of class, is an important factor to demotivate
learners in different settings.




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