Motivation in the Attainment of Proficiency in English Universidad de Guayaquil
Journal Title: International Journal of Humanities and Social Science Invention - Year 2017, Vol 6, Issue 3
Abstract
Indeed, experts from all academic spheres, that is, developers of curriculum material, researchers and tutors, are of the opinion that student motivation is a key component in the gaining linguistic skill in foreign languages. This concept is known to possess a certain degree of complexity as one would be required to employ the use of several respectable disciplines in order to acquire a comprehensive understanding of all its aspects. That the impact that motivation has on the attainment of L2 is one of the principal subjects of discussion in linguistic quarters should go without saying. Therefore, the following study shall seek to expound on the role that motivation, together with attitude, has to play in one’s ability to learn English. In accordance with findings from this particular study, it can be deduced that one’s level of motivation is a key determinant in process of language acquisition. It has also been found to have an indirect impact on the degree of one’s expertise in speaking the foreign language. This article shall discuss an empirical study whose basis lies in findings from a questionnaire issued by the research team. This study involved 310 participants selected uniformly at the University of Guayaquil. Findings from the research undertaken suggest that the majority of individuals prefer tutelage in English when the teaching sessions also entail “informal learning situations” instead of the conventional, or rather, “classic” learning situations that involve reading and writing. Therefore, it can be said that the more practical/’informal’ a tutelage session is, the higher the level of student motivation to learn English as an L2 at the University of Guayaquil. It can also be argued that a student’s attitude (Uribe et al., 2008) directly correlates to his/her commitment to learning English regardless of one’s duration of exposure to the language.
Authors and Affiliations
MSc. Jorge Humberto Tapia Celi
Keywords
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