2.3.1.2. Keller’s (1983) Motivational-Design Model 20

2.3.2. The Cognitive-Situated Period (1990-2000) 21

2.3.2.1.Dörnyei’s (1994) Framework of L2 Motivation 22

2.3.2.2. Williams and Burden’s (1997) Model of L2 Motivation 25

2.3.2.3. Task Motivation 27

2.3.2.4. L2 Motivation Expectancy-Value Theories 28

2.3.2.4.1. The Concepts of Self-Confidence and Linguistic Self-Confidence 29

2.3.2.4.2. Language Anxiety 31

2.3.2.4.3. Attribution Theory of L2 Learning 32

2.3.2.5. Achievement Motivation Theory 33

2.3.2.6. Self-Determination Theory (SDT) 34

2.3.3. The Process-Oriented Period (2000 Onwards) 36

2.3.3.1.Dörnyei and Ottó’s (1998) Process Model of L2 Motivation 36

2.4. Significance of Motivation/ L2 Motivation 39

2.5. Types of Motivation and their Role in SL/FL Acquisition 40

2.5.1. Integrative Motivation 40

2.5.2. Instrumental Motivation 42

2.5.3. Intrinsic Motivation 43

2.5.3.1. The Intrinsic Needs of Students 44

2.5.3.1.1. The Need for Autonomy and Self-Determination 45

2.5.3.1.2. The Need for Competence 45

2.5.3.1.3. The Need for Belonging and Relatedness 46

2.5.3.1.4. The Need for Self-Esteem 46

2.5.3.1.5. The Need for Involvement and Enjoyment 46

2.5.3.2. Achieving Intrinsic Motivation in L2 Learning 47

2.5.3.3. The Role of Intrinsic Motivation in L2 Learning 47

2.5.4. Extrinsic Motivation 48

2.6. The L2 Motivational Self System 51

2.7. Motivational Strategies 53

2.7.1. Creating Basic Motivational Conditions 59

2.7.1.1. Demonstrating Proper Teacher Behaviour 59

2.7.1.1.1. Teacher’s Enthusiasm 59

2.7.1.1.2. Teacher’s Commitment 62

2.7.1.1.3. Teacher’s Care and Acceptance 63

2.7.1.1.4. Teacher’s Immediacy 65

2.7.1.2. Creating a Pleasant Classroom Atmosphere 66

2.7.1.3. Promoting Group Cohesiveness and Setting Group Norms 67

2.7.2.Generating Initial Motivation 70

2.7.2.1. Familiarising Learners with L2 Culture and L2 Related Values 70

2.7.2.2. Increasing Learners’ Expectancy of Success 71

2.7.2.3. Promoting Learners’ Positive Goals (Goal-Orientedness) and Realistic Beliefs 74

2.7.2.4. Relating Language Learning to Learners’ Needs and Goals 77

2.7.3. Maintaining and Protecting Motivation 78

2.7.3.1. Making Learning Stimulating and Enjoyable 78

2.7.3.2. Diminishing Learners’ Anxiety and Building up Their Self-Confidence 79

2.7.3.3. Promoting Learners’ Autonomy 82

2.7.4. Encouraging Positive Self-Evaluation 83

2.7.4.1. Promoting Learners’ Motivational Attributions 83

2.7.4.2. Providing Learners with Motivational Feedback 85

2.7.4.3. Increasing Learners’ Satisfaction 86

2.8. Current Status of English in Iran 90

CHAPTER THREE- METHOD 92

3.1. Overview 93

3.2. Participants 93

3.3. Instruments 94

3.4. Design 95

3.5.Procedure 95

3.5.1.Piloting 95

3.5.2.Data collection 96

3.6. Data Analysis 97

CHAPTER FOUR- RESULTS AND DISCUSSION 101

4.1. Overview 102

4.2. Research Question 1 102

4.2.1. Results 102

4.2.2. Discussions 109

4.3. Research Question 2 110

4.3.1. Results 110

4.3.2. Discussions 111

4.4. Research Question 3 112

4.4.1. Results 112

4.4.2. Discussions 114

4.5. Research Question 4 115

4.5.1. Results 115

4.5.2. Discussions 117

CHAPTER FIVE-CONCLUSION, PEDAGOGICAL IMPLICATIONS AND SUGGESTIONS FOR FURTHER RESEARCH 118

5.1. Overview 119

5.2. Conclusion 119

5.3.Pedagogical Implications 121

5.4.Suggestions for Further research 126

References 137

List of Appendixes

Appendix 1: English version of Frequency Questionnaires 127

Appendix 2: English version of Importance Questionnaires 130

Appendix 3: Farsi version of Frequency Questionnaires 133

Appendix 4: Farsi version of Importance Questionnaires 135

List of Tables

Table 3.1. Gender of Participants 93

Table 3.2. EFL Teaching Experience of Participants 93

Table 3.3. Importance and Frequency Survey Results: Descriptive Statistics and Rankings of Ten Macro-strategies and Related Strategies 99

Table 4.1. Importance Questionnaires Results: Descriptive Statistics and Rankings of Ten Macro-strategies and Related Strategies 103

Table 4.2. Comparison of the Final Rank Order of the Macro-strategies/scales Obtained in This Study and in Hungary (1998), Taiwan (2007) 110

Table 4.3. Frequency Questionnaires Results: Descriptive Statistics and Rankings of Ten Macro-strategies and Related Strategies 112

Table 4.4. Pearson Correlation Results between Overall Means of Motivational Strategies of the Importance and Frequency Questionnaires 115

Table 4.5. Pearson Correlation Results between Macro and Micro-strategies of the Importance and Frequency Questionnaires 116

List of Figures

Figure 2.1. Gardner’s (1985) Socio-Educational Model of Second Language Acquisition (Gardner, 1985, p.199) 15

Figure 2.2. Components of Gardner’s Attitude/Motivation Test Battery (AMTB) (Gardner, 1985, 144) 17

Figure 2.3. Tremblay and Gardner’s (1995) Model of L2 Motivation (cited in Dörnyei& Ushioda, 2011, p.48 19

Figure 2.4. Dörnyei’s (1994) Model of L2 Motivation (Dörnyei, 1994a, p.280) 24

Figure 2.5. Williams and Burden’s (1997) Framework of L2 Motivation (cited in Dörnyei & Ushioda, 2011, p.54) 26

Figure 2.6. Schematic Representation of the Three Mechanisms Making up the Motivational Task- Processing System (cited in Dörnyei & Ushioda, 2011, p.96) 28

Figure 2.7. Dörnyei and Ottó’s (1998) Process Model of L2 Motivation (Dörnyei and Ottó, 1998, p.48) 38

Figure 2.8. Gardner’s Conceptualisation of the Integrative Motivation (Gardner, 1986, p.87) 41

Figure 2.9. Dörnyei’s L2 Motivational Self System (cited in Dörnyei & Usioda, 2011, p. 52) 52

Figure 2.10. The Components of Motivational L2 Teaching Practice (cited in Dörnyei & Ushioda, 2011, p.108) 58

Figure 2.11. Knight’s (2006) Model of Teacher’s Credibility (Dörnyei & Ushioda, 2011, p.108) 61

 

 

List of Abbreviations

TEFL: Teaching English as a Foreign Language

ESL: English as a Second Language

EFL: English as a Foreign Language

SL: Second Language

FL: Foreign Language

L2: Second Language

SDT: Self-Determination Theory

AMTB: Attitude/Motivation Test Battery

ARCS: Attention, Relevance, Confidence, Satisfaction

CET: Cognitive Evaluation Theory

ESOL: English for Speakers of Other Languages

MOLT: Motivation Orientation of Language Teaching

COLT: Communication Orientation of Language Teaching

LSP: Language for Specific Purposes

NO: Number

M: Mean

SD: Standard Deviation

Diff: Difference

Corr.: Correlation

Sig.: Significance